Black Women in STEM: The Need for Intersectional Supports in Professional Conference Spaces

Sanchez, Mabel E.; Hypolite, Liane I.; Newman, Christopher B.; Cole, Darnell

doi:10.7709/jnegroeducation.88.3.0297

Cited by 12 publications

(13 citation statements)

References 15 publications

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“…For instance, we regularly discussed our assumptions about what it meant to be a student in STEM (e.g., isolating, difficult curriculum, and lacking same-race and same-gender role models). Although these assumptions can be corroborated by existing research (Charleston et al, 2014; Espinosa, 2011; Ong et al, 2011; Sanchez et al, 2020), these conversations were usually had in discussions contrasting our experiences in our respective majors as undergraduate collegians. Acknowledging that not only do we hold different educational backgrounds from our participants, we also discussed how the eras in which we were undergraduates differ from today (e.g., less access to information via the internet; greater or lesser presence of historically underrepresented students at our respective institutions).…”

Section: Methodssupporting

confidence: 60%

“…Existing research describes how hostility in a STEM community, including microaggressions that underrepresented students face, can make it challenging for students to see themselves validated in STEM (Burt et al, 2018, 2019). Difficulty seeing themselves in STEM might be especially challenging for women of color (e.g., Black women) who are often subjected to “double bind constructs” within STEM (Charleston et al, 2014; Ong et al, 2011; Sanchez et al, 2020). This finding raises questions: Do some students question their science identity, not because of lack of technical confidence, but as a result of observing disconnections between the objective process of scientific inquiry and the subjective culture of scientific communities?…”

Section: Discussionmentioning

confidence: 99%

“…This is especially true for women and students of color who receive direct and indirect messages that they do not fit existing models (Archer et al, 2013; Neumann et al, 2016). Furthermore, the “double-bind” experience of racism and sexism is often challenging to navigate for women of color (Ong et al, 2011; Sanchez et al, 2020). The “double-bind” highlights challenges that students pursuing STEM degrees and careers face because of their intersecting identities (e.g., being a woman and holding an underrepresented racial/ethnic identity).…”

Section: Fostering Success In Stem: a Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

STEM validation among underrepresented students: Leveraging insights from a STEM diversity program to broaden participation.

Burt

Stone

Motshubi

et al. 2023

Journal of Diversity in Higher Education

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Despite significant efforts to broaden participation in postsecondary science, technology, engineering, and math (STEM) education, students from historically minoritized populations continue to face systemic barriers related to access, departmental climate, and institutional practices. Previous research suggests that campus-level STEM diversity programs often serve as a valuable resource for persistence and completion among students from underrepresented populations. However, more knowledge is needed to better understand how students experience STEM diversity programs and identify with their specific practices and activities, how those practices and activities shape students' experiences, and how the practices, activities, and participation influence how students view themselves as members of the STEM community. Increases in the number of underrepresented students completing STEM degrees would result in new innovations to address world problems, more varied representations of scientists, and more individuals who could mentor future generations of learners. This study of 20 underrepresented students, all of whom participated in the Louis Stokes Alliance for Minority Participation (LSAMP) program, describes the programmatic influences of LSAMP that support students' successful progress within STEM disciplines. Data reveal that: (a) students entered the LSAMP program with self-defined strengths; (b) the LSAMP program provided formal academic support; and (c) students experienced evolving forms of scientific and identity development. This study centers students' voices to inform educational practices, policies, and future research focused on the persistent need to broaden participation in STEM careers.

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Section: Methodssupporting

confidence: 60%

Section: Discussionmentioning

confidence: 99%

Section: Fostering Success In Stem: a Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

STEM validation among underrepresented students: Leveraging insights from a STEM diversity program to broaden participation.

Burt

Stone

Motshubi

et al. 2023

Journal of Diversity in Higher Education

View full text Add to dashboard Cite

show abstract

“…However, this finding is also encouraging given the racial and gender identities of the supervisors/mentors, (49% White, 57% men). Literature on Black women in STEM show that support from same race and gender supervisors/mentors is most effective and contributes significantly to their recruitment and retention (Sanchez et al, 2020). Previous research suggests that the three main types of support that graduate supervisors/mentors provide support are: psychosocial support (e.g., encouragement and role modeling), instrumental support (e.g., providing opportunities for professional advancement), and co-authoring experiences (collaborative presentations and research publications; Eby et al, 2013).…”

Section: Gendered Racial Microaggressions and Mental Healthmentioning

confidence: 99%

Diary Study on Microaggressions, Identity Shifting, and Mental Health among Black Women in STEM Graduate Programs During COVID-19: The Mediating Role of Perceived Supervisor Support

Danielle Dickens,

Hall,

Farmer

et al. 2023

JAAWGE

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Black women in STEM graduate programs may develop coping strategies, such as identity shifting, to minimize gendered racial stressors, especially in the context of COVID-19. Identity shifting is the process of altering one’s speech, behavior, perspective, and appearance. Past studies found a positive association between identity shifting and mental health outcomes among young Black women; however, research on the mental health of Black women in STEM graduate programs is limited. The present study utilized a Black feminist standpoint theoretical framework to examine daily experiences of gendered racial microaggressions (GRM), identity shifting, perceived supervisor support (PSS), and mental health outcomes among 102 Black women in STEM graduate programs. Participants completed online daily questionnaires for 10 workdays using Qualtrics. We hypothesized that identity shifting and GRM would positively predict anxiety and depressive symptoms. Additionally, we hypothesized that PSS would significantly mediate the relationship between GRMs and mental health outcomes. Results showed that women with higher experiences of GRM and shifting reported more depressive and anxiety symptoms. PSS did not mediate the relationship between GRM and mental health outcomes. The results of this study can be used to develop culturally tailored support programs to create inclusive environments for Black women in academia.

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“…Lastly, Readers of other identities are welcome to listen and examine their role within WSC which persists within ecology, evolution, and marine science. We also encourage readers of other identities to read previous publications about BIPOC experiences in these spaces (Ireland et al, 2018;Sanchez et al, 2019;Schell et al, 2020;Duc Bo Massey et al, 2021).…”

Section: The Women Of Bweems: Embracing Our True Selvesmentioning

confidence: 99%

Experiences of and support for black women in ecology, evolution, and marine science

Traylor-Knowles,

Bedi de Silva,

Boyd

et al. 2023

Front. Mar. Sci.

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Systemic racism and sexism are well documented in ecology, evolution, and marine science. To combat this, institutions are making concerted efforts to recruit more diverse people by focusing on the recruitment of Black people. However, despite these initiatives, white supremacy culture still prevails. The retention of Black people in ecology, evolution, and marine science has not increased in the ways that were hoped for. This is particularly true for Black women, who struggle to find a safe working environment that values their contributions and allows them to openly celebrate their own culture and identity. In this perspective article, we discuss the challenges that Black women face every day, and the needs of Black women to thrive in ecology, evolution, and marine science. We have written this directly to Black women and provide information on not only our challenges, but our stories. However, readers of all identities are welcome to listen and examine their role in perpetuating systemic racism and sexism. Lastly, we discuss support mechanisms for navigating ecology, evolution, and marine science spaces so that Black women can thrive.

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Black Women in STEM: The Need for Intersectional Supports in Professional Conference Spaces

Cited by 12 publications

References 15 publications

STEM validation among underrepresented students: Leveraging insights from a STEM diversity program to broaden participation.

STEM validation among underrepresented students: Leveraging insights from a STEM diversity program to broaden participation.

Diary Study on Microaggressions, Identity Shifting, and Mental Health among Black Women in STEM Graduate Programs During COVID-19: The Mediating Role of Perceived Supervisor Support

Experiences of and support for black women in ecology, evolution, and marine science

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