Introduction

Gonzalez, Elsa; Wilson, Miranda

doi:10.4324/9781003002758-1

Cited by 4 publications

(5 citation statements)

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“…Rather than defaulting to blaming individual students or their communities for “failing” to achieve and persist in the existing system of STEM, individuals with institutional power (e.g., faculty, administrators) should strive to recognize and address patterns of systemic marginalization and oppression. This is in line with STEM education researchers’ calls for taking an asset-based approach to supporting minoritized students (see Gonzalez et al, 2020; Harper, 2010).…”

Section: Implications and Conclusionsupporting

confidence: 73%

“…Furthermore, because the Listening Guide method foregrounds participant subjectivities, I listened for how participants were exercising their agency through the process of narrativizing their lived experiences. This focus allowed me to listen to and interpret their stories from an asset-based, rather than deficit-oriented perspective (see Gonzalez et al, 2020; Harper 2010).…”

Section: Implications and Conclusionmentioning

confidence: 99%

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Master Narratives and Resistance Narratives: How Women of Color on Community College STEM Education Pathways Push Back

Choi

2024

Community College Review

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Objective/Research Question: Master narratives, as theorized using a critical race perspective, are stories of the majority that function to obscure and normalize the oppressive operation of power in society. Counternarratives are the stories of minoritized individuals which expose and challenge the stories of the majority. This study examined master and counternarratives in STEM to uncover taken-for-granted power dynamics and hierarchies that systemically exclude and minoritize women of color on community college STEM education pathways. Methods: Narrative interviews were conducted with 12 women of color who were current or former community college STEM students. These interviews were analyzed according to the sensibilities of feminist narrative methodology. Results: Analysis of narratives resulted in three resistance narratives, or the different ways participants made sense of and pushed back against master narratives regarding what it means to be a woman of color in STEM. The three resistance narratives identified were: (1) taking action with the support of others, (2) connecting to something greater than oneself, and (3) redefining one’s identity and goals. Conclusions/Contributions: Attending to individual resistance narratives can unveil harmful master narratives in STEM that hinder the participation and success of diverse individuals. This study urges STEM researchers and practitioners to look beyond blaming individuals for “failing” to fit into the status quo of STEM and to devise solutions that will disrupt oppressive norms and practices that become normalized through unexamined master narratives in STEM.

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Section: Implications and Conclusionsupporting

confidence: 73%

Section: Implications and Conclusionmentioning

confidence: 99%

Master Narratives and Resistance Narratives: How Women of Color on Community College STEM Education Pathways Push Back

Choi

2024

Community College Review

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“…Findings from this study highlight the narratives of WOC who successfully navigated HSI STEM transfer pathways within disciplinary cultures historically characterized as predominantly White and male, competitive, economic-driven, and prioritizing individual advancement (Carter et al, 2019). Using a multidimensional intersectional approach (Crenshaw, 1989; Núñez, 2014) and the HSI servingness framework (Garcia et al, 2019), this study contributes to a growing body of literature that centers the HSI context in examining the experiences of WOC in STEM (Aguirre et al, 2020; Contreras Aguirre et al, 2020; Gonzalez, Molina, & Turner, 2020). Scholars have argued that the structural diversity of HSIs may decrease isolation and promote a culture of inclusivity to better support Latinx and other underrepresented students in STEM (Madsen Camacho & Lord, 2011).…”

Section: Discussionmentioning

confidence: 99%

“…Furthermore, HSIs typically provide greater geographic access due to their location near Latinx and other communities of color (Madsen Camacho & Lord, 2011). A growing body of literature centers on these critical institutional contexts in the STEM experiences of WOC, including first-generation, part-time, and low-income students (Contreras Aguirre et al, 2020; Gonzalez, Molina, & Turner, 2020; Packard et al, 2011; Reyes, 2011; Wang et al, 2017).…”

Section: Situating Woc Stem Experiences Within Institutional Contextsmentioning

confidence: 99%

“…Although the majority of prior research about WOC in STEM has focused on 4-year and predominantly White institutions (PWIs), research has increasingly focused on HSIs (Contreras Aguirre et al, 2020; Gonzalez, Molina, & Turner, 2020). Much of this work specifically examines Latinas’ STEM experiences at 4-year institutions (Aguirre et al, 2020; Contreras Aguirre et al, 2020) and among the most selective, research-intensive universities (Gonzalez, Molina, & Turner, 2020). Our study uses multiple qualitative methods to focus on the intersections of HSIs and CCs by exploring WOC’s STEM transfer experiences across 2- and 4-year HSIs.…”

Section: Woc Achieving Success and Persistence In Stemmentioning

confidence: 99%

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“It Was Hard, and It Still Is . . .”: Women of Color Navigating HSI STEM Transfer Pathways

et al. 2022

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Women of color (WOC) continue to be underrepresented in the fields of science, technology, engineering, and mathematics (STEM), where they often experience racism and sexism within disciplinary contexts that have historically privileged men and Whiteness. Participant narratives gained through focus-group and follow-up interviews illuminate the racialized and gendered STEM transfer experiences of 21 WOC who attended 2- and 4-year Hispanic-Serving Institutions (HSIs). Using a multidimensional intersectional approach, we explore the interplay between the complex identity experiences of WOC and the dynamic intersections of their transfer pathways across 2- and 4-year HSIs and within STEM disciplinary contexts. Findings underscore the inequities that continue to pervade STEM and highlight opportunities for transforming disciplinary and institutional cultures, particularly within HSI STEM transfer pathways, where there is great potential for these diverse institutions to support, validate, and benefit from the unique contributions of WOC.

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Past resources, future envisioning, and present positioning: how women who are medical students at one institution draw upon temporal agency for resistance

Konopasky

Wyatt

Blalock

2023

Adv in Health Sci Educ

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Introduction

Cited by 4 publications

References 0 publications

Master Narratives and Resistance Narratives: How Women of Color on Community College STEM Education Pathways Push Back

Master Narratives and Resistance Narratives: How Women of Color on Community College STEM Education Pathways Push Back

“It Was Hard, and It Still Is . . .”: Women of Color Navigating HSI STEM Transfer Pathways

Past resources, future envisioning, and present positioning: how women who are medical students at one institution draw upon temporal agency for resistance

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