College admissions viewbooks and the grammar of gender, race, and STEM

Osei-Kofi, Nana; Torres, Lisette E.

doi:10.1007/s11422-014-9656-2

Cited by 46 publications

(23 citation statements)

References 41 publications

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“…It is not enough to simply spark early interest in STEM areas (Seaton 2011, 6) or ensure a strong belief in mathematical ability (Nix, Perez-Felkner, and Thomas 2015;Perez-Felkneri, Nix, and Thomas 2017) before students consider a STEM career. Institutions must follow up on these pathways with gender-neutral recruitment messages (Krome 2016) showing current and prospective STEM students that they will have every opportunity to succeed with strong messages supporting themes of inclusiveness of gender, race, and privilege (Osei-Kofi and Torres 2015). Substantial financial resources, educational support, and social support must be offered to help students transition, particularly for URM students (Bystydzienski, Eisenhart, and Bruning 2015;Rosa 2013).…”

Section: Pathwaysmentioning

confidence: 99%

The Status of Women in STEM in Higher Education: A Review of the Literature 2007–2017

Blackburn

2017

Science & Technology Libraries

261

155

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Increased efforts to diversify science, technology, engineering, and mathematics (STEM) education in the United States have drastically increased the number of studies offering insight into the experiences of women in STEM programs in higher education. This paper presents a thematic review of the literature regarding their status from 2007 to 2017 including journals, trade magazines, theses, and dissertations. It focuses on areas of recruitment, retention, barriers, and faculty issues. Stereotypes, biases, campus culture, classroom experiences, identity, and sense of belonging are also explored. The author additionally identifies gaps and suggests related areas for new research as well as implications for librarians.

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Section: Pathwaysmentioning

confidence: 99%

The Status of Women in STEM in Higher Education: A Review of the Literature 2007–2017

Blackburn

2017

Science & Technology Libraries

261

155

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“…Those who attend colleges and universities seem to be more successful personally and professionally than those who choose to enter the workforce or military service directly after completing their secondary education (Nora, 2004;Pascarella & Terenzini, 2005). Consequently, an increasing number of individuals who seek higher education are faced with promotional and informational messages on university websites that may inhibit or facilitate their university choice processes (Hartley & Morphew, 2008;Osei-Kofi & Torres, 2015;Saichaie, 2011). Therefore, as the prominence of online access to universities grows, so does the significance of investigating the language used by universities to represent themselves to stakeholders and prospective students (Adelman, 2006;Anctil, 2008;Saichaie, 2010).…”

Section: Significance Of the Studymentioning

confidence: 99%

“…However, research on the textual and visual discourse of this topic is extremely scarce (Askehave, 2007;Saichaie, 2010;Urciuoli, 2009). Most research based on the criteria of university choice is mainly focused on different factors related to socioeconomics, race, access to counsellors, university characteristics, athletics and university scholarships and funding (Del Vecchio, 2017;McDonough & Calderone, 2006;Nora, 2004;Osei-Kofi & Torres, 2015;Perna & Titus, 2005), with little attention paid to examining the online discourse underlying these issues on universities' websites (Saichaie, 2010). Such research is especially important, as the digital divide between haves and have-nots is shrinking and global access to the Internet is ever-increasing (Saichaie, 2011;Venegas, 2006).…”

Section: Significance Of the Studymentioning

confidence: 99%

Website Representations of Saudi Universities in Makkah Region: A Critical Discourse Analysis Approach

Al-Qahtani

2021

Cogent Arts & Humanities

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Universities utilize language as a powerful tool to influence people's perceptions. By employing language as a means of information and representation, electronic websites are becoming increasingly important for both universities and students. There are unanswered questions related to the portrayal of Saudi universities through the use of linguistic representation on their websites and the contribution of these websites to understanding the overlapping factors that reinforce academic practices within the Saudi social structure. This study compares and analyses the various discourses that are used to represent Saudi universities on their websites in terms of social constructs (e.g., gender and race). To that end, critical discourse analysis (CDA) is utilized to describe, analyse, and interpret the textual and visual representations of five Saudi university websites at the local, institutional and societal levels. The results indicate that the universities use a common systematic promotional discourse to represent themselves, emphasizing prestige and uniqueness. This finding means that universities are in control of the informational message with which their viewers interact. Moreover, terms such as "leaders", "Vision 2030", "distinguished education" and "competent" frequently appear without further explanations, thus triggering uncertainty. The findings also

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“…Interest convergence is also evident in the efforts to recruit and retain women, people of color and women of color in STEM education. Studies that are meant to address the underrepresentation of women of color in STEM argue that diversity in STEM disciplines is required to benefit the scientific community which contribute to national security, economy and quality of life (Gay-Antaki & Liverman, 2018;Osei-Kofi & Torres, 2015). Efforts to serve equity in STEM must take an approach to destruct the systems of oppression in place rather than integrating minority groups and placing them in a toxic culture for the interests of the whites.…”

Section: Interest Convergencementioning

confidence: 99%

Inclusive STEM Education: Theoretical Framework for Examining the Experienes of Women Students of Color in STEM Education

Kim¹

2019

Preprint

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Women students of color (WSOC) continue to be excluded from science, technology, engineering and mathematics (STEM) fields, despite efforts to promote diversity. The existing research to develop inclusive STEM education adopts a deficit approach and fails to address the intersectionality of gender, race and class. By not addressing this intersectionality, research has failed to consider the effects of racial privilege for white women and the unique experiences of each woman of color. In contrast, my research will take an antideficit approach and value the intersectionality of each student. The objective of this study is to examine the experiences of WSOC in their secondary STEM education according to the intersection of race, gender and class. This research is also guided by the following questions: (1) What are WSOC's social and academic experiences of STEM-related courses, and in-class and extracurricular activities? (2) What support systems and barriers do WSOC recognize in their schools pertaining to STEM, if any? (3) How are their experience, support systems and barriers unique yet similar according to their intersectionality? This paper develops the theoretical approach that guides my research. To better understand how WSOC are racialized and gendered in the settler state, I adopt Critical Race Theory (CRT) approach. In the education setting, it describes how schools, as a state funded institute, act as a site of reinforcement of this oppression. I also incorporate poststructualist work on identity and power to refine how WSOC are situated in the STEM education setting. The research will adopt the Counter-Storytelling as a methodology which emphasizes the importance of telling the stories of people, whose experiences are not often told to expose, analyze and challenge the majoritarian stories of racial privilege.

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College admissions viewbooks and the grammar of gender, race, and STEM

Cited by 46 publications

References 41 publications

The Status of Women in STEM in Higher Education: A Review of the Literature 2007–2017

The Status of Women in STEM in Higher Education: A Review of the Literature 2007–2017

Website Representations of Saudi Universities in Makkah Region: A Critical Discourse Analysis Approach

Inclusive STEM Education: Theoretical Framework for Examining the Experienes of Women Students of Color in STEM Education

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