Encouraged or Weeded Out: Perspectives of Students of Color in the STEM Disciplines on Faculty Interactions

McCoy, Dorian L.; Luedke, Courtney L.; Winkle-Wagner, Rachelle

doi:10.1353/csd.2017.0052

Cited by 56 publications

(46 citation statements)

References 26 publications

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“…Future work should also analyze specific gains in broadening perceptions and feelings of belonging in the scientific community for individuals with specific marginalized identities, following established targeted strategies for increasing retention (e.g., policy changes concerning sexual harassment to increase retention of women in science 23 ; specific mentoring programs for women 52 and students of color 53,54 ; intersectional programs for students with multiple underrepresented identities, such as women of color 22 ; and safer campus climates for LGBTQ+ faculty 55 ). Future studies using this intervention should explore how individuals within specific marginalized groups are affected by interventions such as these to illuminate possible areas of improvement for the intervention.…”

Section: Discussionmentioning

confidence: 99%

Perceptions of scientists held by US students can be broadened through inclusive classroom interventions

Sheffield

Cook

Ricchezza

et al. 2021

Commun Earth Environ

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More diverse representation in undergraduate classrooms may be an important step towards turning science, technology, engineering, and mathematics (STEM) disciplines into more inclusive communities. In the United States of America, the individuals whose work is discussed in typical introductory science courses collectively do not represent the diversity of students’ identities in the classroom and further reinforce existing stereotypes of scientists as male, white, and aged. Here we report on the implementation of a semester-long intervention in an introductory-level geoscience course at the University of South Florida, USA. We introduced students to individuals with marginalized identities who are either scientists or have had a major influence on science and conducted semi-structured interviews with students from the course’s previous semesters. Analyses of these interviews indicate that participants with marginalized and non-marginalized identities broadened their preconceptions of who belongs in science and the range of identities among scientists. We suggest that interventions like these could foster feelings of belonging in the STEM community and, with repeated efforts, reduce harmful stereotyping and microaggressions against underrepresented scientists.

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Section: Discussionmentioning

confidence: 99%

Perceptions of scientists held by US students can be broadened through inclusive classroom interventions

Sheffield

Cook

Ricchezza

et al. 2021

Commun Earth Environ

View full text Add to dashboard Cite

show abstract

“…The focus on faculty mentors as critical agents in student success is not new. Faculty mentors' ability to offer students structured guidance and dedicated, continuous career support has been consistently implicated as a key factor in graduate student and postdocs career success (e.g., Anderson et al 2013;Baker and Griffin 2010;Brunsma et al 2017;Drotar 2013;McCoy et al 2017;Miller and Feldman 2015;Montgomery et al 2014;Pfund et al 2016). Faculty mentors exhibit concerns with growth and development of their protégés, support for protégés' career development, and psychosocial support (Campbell and Campbell 1997;Crisp and Cruz 2009;Eby et al 2013;Feldon et al 2015;Hall et al 2018;Jacobi 1991;Kram 1985;Paglis et al 2006;Scandura 1992;Schockett et al 1983).…”

Section: Faculty Mentors As the Connective Tissue: Perceptions Of Needed Graduate School Supportmentioning

confidence: 99%

Broadening Experiences in Scientific Training (BEST): Do biomedical faculty members want institutional help?

et al. 2021

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Biomedical graduate students and postdocs are faced with systemic changes to the career landscape and these widespread changes have created a push to seek employment outside the tenure track, bench scientist career pathways. This study explored the role of faculty mentors' perceptions of these systemic challenges and how it relates to their willingness to seek support from the graduate school at their institution to equip themselves and their trainees with the necessary information about career opportunities. Biomedical faculty members across five campuses in the United States, under the aegis of National Institutes of Health's (NIH) Broadening Experiences in Scientific Training (BEST), were surveyed. Results of hierarchical multiple regression reveal that faculty employment history and active mentoring, their perceptions of urgency of the problem, and career mentoring and faculty knowledge together explained willingness to endorse that graduate school support was needed to help mitigate these systemic issues. Implications for creating sustainable systemic change by deploying mentoring as a key lever are presented. KeywordsBiomedical doctoral education • Broadening Experiences in Scientific Training (BEST) • Career mentoring • Graduate school support Systemic changes in labor demand and supply in most Science, Technology, Engineering, and Math (STEM) fields have meant that graduate students and postdocs

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“…Studies like Brown et al () and McGee and Bentley () that have identified racial bias as a prominent barrier to STEM career attainment in broad terms, are complemented by studies that document the specific mechanisms of bias, which lead to disparity. One such study was conducted by McCoy et al () who examined the mentoring experiences of 31 undergraduate Black and Latino students majoring in STEM and their STEM faculty. Of these, 21 attended a predominantly white institution (PWI) and 10 attended a historically black college or university (HBCU).…”

Section: Literature Reviewmentioning

confidence: 99%

A tale of two camps: A mixed methods investigation into racially disparate outcomes in a nanotechnology research experience

et al. 2019

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This mixed methods study reports data from the implementation of a 2‐week nanotechnology camp for secondary level students. The camp, Nanotechnology Experiences for Students and Teachers, had the overarching goal of increasing science, technology, engineering, and mathematics (STEM) interest among the next generation of potential STEM professionals. Statistical pre‐ and postsurvey data indicate that overall the camp was successful in fostering increased STEM interest among participants. However, early analysis of ethnographic data showed that African American students were observed to have radically different experiences than the non‐African American students. To better understand why the camp yielded such divergent outcomes, we examined ethnographic data focusing specifically on incidents of microaggressions. We were particularly interested in the impact that microaggressions had on African American students’ camp experience and learning. Our data show that microaggressions were pervasive; they came from students, instructors, and the environment; and in response, African American students adopted detachment‐coping strategies. Together these factors worked against African American students’ success. We conclude with suggestions for practice.

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Encouraged or Weeded Out: Perspectives of Students of Color in the STEM Disciplines on Faculty Interactions

Cited by 56 publications

References 26 publications

Perceptions of scientists held by US students can be broadened through inclusive classroom interventions

Perceptions of scientists held by US students can be broadened through inclusive classroom interventions

Broadening Experiences in Scientific Training (BEST): Do biomedical faculty members want institutional help?

A tale of two camps: A mixed methods investigation into racially disparate outcomes in a nanotechnology research experience

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