2021
DOI: 10.1007/s42330-021-00160-8
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Introduction to the Special Theme on Responding to Anti-Blackness in Science, Mathematics, Technology and STEM Education

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Cited by 15 publications
(9 citation statements)
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“…Developed and developing countries have recently been seriously engaged in Science, Technology, Mathematics, and Engineering (STEM) education (Li et al, 2020;Simarro & Couso, 2021). Especially in the USA, STEM integration is being used increasingly (Nxumalo & Gitari, 2021). China, Japan, South Korea, and most European Union countries apply student and design-centered STEM education to train individuals.…”
Section: Introductionmentioning
confidence: 99%
“…Developed and developing countries have recently been seriously engaged in Science, Technology, Mathematics, and Engineering (STEM) education (Li et al, 2020;Simarro & Couso, 2021). Especially in the USA, STEM integration is being used increasingly (Nxumalo & Gitari, 2021). China, Japan, South Korea, and most European Union countries apply student and design-centered STEM education to train individuals.…”
Section: Introductionmentioning
confidence: 99%
“…Indeed, it is likely that the higher rates of NSBE participation (Smith et al, 2021) are connected to the more pronounced threats to fit experienced by Black students (Campbell-Montalvo et al, 2021). Black students' increased tendency to seek assistance helpful in fit can be understood given STEM's anti-Blackness (Bullock, 2017;Cedillo, 2018;Martin et al, 2019;Vakil and Ayers, 2019;Nxumalo and Gitari, 2021). Skvoretz et al (2020) reported that students from various ethnic/ racial groups enter their engineering programs with differing levels of social capital.…”
Section: Discussionmentioning
confidence: 99%
“…Instead, feelings of fit are a consequence of how well universities and engineering programs make spaces for, include, and validate a range of students (Campbell-Montalvo et al, 2021). Because engineering and STEM cultures are not founded upon the cultural experiences and traditions of women and people of color, resulting in the anti-blackness of STEM (Bullock, 2017;Cedillo, 2018;Martin et al, 2019;Vakil and Ayers, 2019;Nxumalo and Gitari, 2021), women and URM students may be less likely to fit in engineering and STEM programs (Goldrick-Rab, 2006).…”
Section: Theoretical Perspective: Cmes (Fit) and Social Capitalmentioning
confidence: 99%
“…Anti-blackness is a framework that stresses the uniqueness of black positionality and experiences relative to other non-black social groups (Vargas and Jung, 2021, as quoted in Nxumalo and Gitari, 2021). Others (ross, 2020) described it as a theoretical framework that illuminates society’s inability to recognize the humanity of black people and the disdain, disregard and disgust for their existence…”
Section: Multicultural Educationmentioning
confidence: 99%