Counterspace Games for BIWOC STEM Students

Cruz, Erica Principe; Sriwattanakomen, Nalyn; Hammer, Jessica; Kaufman, Geoff

doi:10.1145/3411763.3451811

Cited by 7 publications

(3 citation statements)

References 9 publications

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“…On the other hand, STEM learning environments have been unwelcoming toward Black students and associated with Black students' experiences of marginalization and discrimination (e.g., Park et al, 2020). Accordingly, Black students' descriptions of STEM learning environments have ranged from chilly to outright racist climates (Cruz et al, 2021; Lee et al, 2020; McGee, 2020; Museus et al, 2017; Russo‐Tait, 2022; Seymour & Hewitt, 1997).…”

Section: Introductionmentioning

confidence: 99%

“…The need to examine STEM learning environments is driven by higher education's persistent inability to eliminate racially hostile and invalidating campus environments toward Black and other minoritized students (Cruz et al, 2021; Ireland et al, 2018; Mwangi et al, 2018). Though all students endure the regular stressors of college, such as managing demanding schedules and coursework, Black students can face added stressors, such as racial hostility, overt racial discrimination, or subtle and invalidating racial slights (i.e., microaggressions) from non‐Black individuals (Davis, 1988; Ogunyemi et al, 2020; Pierce, 1970; Smedley et al, 1993; Spanierman et al, 2021; Sue et al, 2007).…”

Section: Introductionmentioning

confidence: 99%

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Black Lives Matter and other signs of solidarity: Perspectives from Black STEM graduate students

et al. 2023

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Creating inclusive and supportive environments in science, technology, engineering, and mathematics (STEM) educational settings are important tools for countering racially hostile academic spaces and attracting and retaining talented Black and African American students. STEM faculty and other university members may display Black Lives Matter and similar signs of solidarity to express their support for Black students. However, how Black students perceive such signs is unknown. On the one hand, the identity safety cue literature suggests such signs relate to increased comfort and a sense of belonging among individuals from minoritized groups. On the other hand, some contemporary perspectives toward Black Lives Matter and other signs of solidarity have been criticized for lacking substance and impact. Given the extant literature's omission of Black students' perspectives about signs of solidarity, the current study employed semi‐structured interviews and qualitative analytic methods to solicit and analyze the perspectives of 12 Black STEM graduate students. The findings revealed a general preference for some signs over others, as well as nuanced perspectives toward each sign of solidarity. Implications for STEM researchers and faculty who aspire to support Black students are discussed. Further, recommendations for adopting an informed ally approach are provided.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Black Lives Matter and other signs of solidarity: Perspectives from Black STEM graduate students

et al. 2023

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“…Inclusion of gamification in curricula and pedagogical practices has proliferated in the past decade. There are several studies reporting association of online games with STEM education. − Particularly in relation to chemistry learning, da Silva et al . created a role-based game in order to introduce students to theoretical aspects of intermolecular forces.…”

Section: Introductionmentioning

confidence: 99%

“Discovering a glycoprotein: The case of the H,K-ATPase”. An Online Game for Improvement of Reading Skills in a Course of Biological Chemistry

2022

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During the COVID-19 pandemic we developed an activity that encourages engagement with scientific reading and helps students to improve their reading skills as a complement to the glycobiology section of an undergraduate course of biological chemistry. Using Genially, an online platform for gamification and self-taught learning, we designed the activity named “Discovering a glycoprotein: The case of the H,K-ATPase” based on the characterization of the β-subunit of the gastric H,K-ATPase, a glycoprotein discovered in the 1960s. While testing users’ knowledge in glycobiology, the game invites them to follow the research steps throughout four missions, where the experimental details and their results are presented. After solving the missions, participants were invited to answer a questionnaire through Google forms. Our results showed that the game is useful for students as it introduces an innovative way of analyzing a scientific article different from the conventional activities that students typically face without teacher assistance and in many cases do not complete. We expect that our pilot-study will be an additional boost for the implementation of gamification in the science classroom, and in turn, serve as an example of the importance of gamification in future teacher training as an assisting tool to traditional education methods.

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A site of radical possibilities: Examining how a multigenerational counterspace promotedSTEMpersistence among undergraduate Women of Color

et al. 2022

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Women from racially/ethnically minoritized communities remain significantly underrepresented at all levels of education in STEM. The pervasive white and heteronormative culture of the STEM environment has contributed to Women of Color feeling isolated, hyper-visible, and invisible as they contend with racism, sexism, and gendered racial microaggressions. Scholars have found that counterspaces are key sites to support the persistence of Women of Color in STEM and ameliorate the negative psychological effects of navigating oppressive STEM milieus. Missing from the current literature is research on how counterspaces contribute to Women of Color's STEM persistence. This study sought to fill this gap in the literature by understanding the experiences of undergraduate Women of Color in the I CAN PERSIST STEM initiative, a multigenerational counterspace designed to support the holistic persistence of Women of Color in STEM. Steeped in the theoretical conceptualization of counterspaces, and using a case study methodological approach, we found that the multigenerational counter-storytelling and support from Women of Color in STEM, as well as the embodiment of holistic wellness,

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Counterspace Games for BIWOC STEM Students

Cited by 7 publications

References 9 publications

Black Lives Matter and other signs of solidarity: Perspectives from Black STEM graduate students

Black Lives Matter and other signs of solidarity: Perspectives from Black STEM graduate students

“Discovering a glycoprotein: The case of the H,K-ATPase”. An Online Game for Improvement of Reading Skills in a Course of Biological Chemistry

A site of radical possibilities: Examining how a multigenerational counterspace promotedSTEMpersistence among undergraduate Women of Color

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