Feeling like an “Alien” or “Family”? Comparing students and faculty experiences of diversity in STEM disciplines at a PWI and an HBCU

Winkle-Wagner, Rachelle; McCoy, Dorian L.

doi:10.1080/13613324.2016.1248835

Cited by 70 publications

(44 citation statements)

References 44 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In the 2000s, Vivian and Faygen both encountered stereotypes that science and design majors were out of the ordinary for Black women. While these instances correspond to more recent research on stereotypes about academic abilities in science or math for Black students (McCoy et al, 2015; McCoy et al, 2017; McGee, 2016; McGee & Martin, 2011), historically, Black students have been formally or informally excluded from particular disciplines such as math and science (O’Connor, 2002; Winkle-Wagner & McCoy, 2018). In the same vein, Dawn named pressure to choose between her identity as a Christian and her racial identity as a Black woman, alluding to a long historical tension between Christianity and Blackness for Black women (Abrams, 2014; Wiggins, 2005).…”

Section: Discussionsupporting

confidence: 60%

Authentically Me: Examining Expectations That Are Placed Upon Black Women in College

Winkle-Wagner

Kelly

Luedke

et al. 2018

American Educational Research Journal

Self Cite

View full text Add to dashboard Cite

Through analyzing critical life stories with Black alumnae from predominantly White institutions, this article offers a narrative, in-depth approach to explore the ways in which alumnae managed and resisted expectations and stereotypes that were placed upon them by peers, faculty, and staff during college. Findings suggested that participants grappled with assumptions of who they should be as Black college women. As they resisted stereotypes and expectations, they crafted unique pathways toward asserting their authentic selves. The findings emphasize heterogeneity among Black women and the need for varied support structures in educational institutions.

show abstract

Section: Discussionsupporting

confidence: 60%

Authentically Me: Examining Expectations That Are Placed Upon Black Women in College

Winkle-Wagner

Kelly

Luedke

et al. 2018

American Educational Research Journal

Self Cite

View full text Add to dashboard Cite

show abstract

“…community differences —living, working, and/or attending school in primarily White communities as opposed to same-ethnic-group communities will result in more daily experiences of racism (e.g., Winkle-Wagner & McCoy, 2016);…”

Section: Microaggressions Can Be Validly Assessed Using Subjective Rementioning

confidence: 99%

Microaggressions: Clarification, Evidence, and Impact

Williams

2019

Perspect Psychol Sci

251

197

View full text Add to dashboard Cite

In a 2017 article in Perspectives on Psychological Science, Scott Lilienfeld critiqued the conceptual basis for microaggressions as well as the scientific rigor of scholarship on the topic. The current article provides a response that systematically analyzes the arguments and representations made in Lilienfeld’s critique with regard to the concept of microaggressions and the state of the related research. I show that, in contrast to the claim that the concept of microaggressions is vague and inconsistent, the term is well defined and can be decisively linked to individual prejudice in offenders and mental-health outcomes in targets. I explain how the concept of microaggressions is connected to pathological stereotypes, power structures, structural racism, and multiple forms of racial prejudice. Also described are recent research advances that address some of Lilienfeld’s original critiques. Further, this article highlights potentially problematic attitudes, assumptions, and approaches embedded in Lilienfeld’s analysis that are common to the field of psychology as a whole. It is important for all academics to acknowledge and question their own biases and perspectives when conducting scientific research.

show abstract

“…Racial bias at historically white institutions (and sometimes but much less often at historically Black institutions with large numbers of non-Black STEM faculty) are likely to increase Black students' overall stress levels (Harrell 2000) and make it difficult for them to have a sense of belonging, which can affect their STEM career trajectories (Robinson et al 2016;Winkle-Wagner and McCoy 2018). To be a Black doctoral student in a STEM discipline comes with the challenges of being questioned, devalued, and confronted with racist attitudes (Berry et al 2014;Martin 2019).…”

Section: The Marginalization Of Black Graduate Students In Stem Educationmentioning

confidence: 99%

Racism camouflaged as impostorism and the impact on Black STEM doctoral students

McGee

Botchway

Naphan‐Kingery

et al. 2021

Race Ethnicity and Education

View full text Add to dashboard Cite

Black doctoral students in engineering and computing fields experience racialized stress, as structural racism in STEM takes a toll on their sense of belonging and acceptance as intellectually competent in comparison to White and some Asian peers and faculty. Black doctoral students are often told by campus administrators that the source of this racialized stress is impostorism and it is curable. In this article, we employ phenomenological analysis to examine how 54 Black engineering and computing students experience racism marketed as impostor syndrome (syndrome meaning in their heads). Results show that 51 of our study participants understood their experiences as both impostorism and racism, as some realized that racism created the conditions for being racially positioned as an impostor. We problematize impostorism peddled by campus administrators as a cover for racism, once again placing onus on students and claiming they have irrational but curable behaviors, while institutional and individual racism in STEM runs rampant by design.

show abstract

Feeling like an “Alien” or “Family”? Comparing students and faculty experiences of diversity in STEM disciplines at a PWI and an HBCU

Cited by 70 publications

References 44 publications

Authentically Me: Examining Expectations That Are Placed Upon Black Women in College

Authentically Me: Examining Expectations That Are Placed Upon Black Women in College

Microaggressions: Clarification, Evidence, and Impact

Racism camouflaged as impostorism and the impact on Black STEM doctoral students

Contact Info

Product

Resources

About