“life's first need is for us to be realistic” and other reasons for examining the sociocultural construction of race in the science performance of African American students

Mutegi, Jomo W.

doi:10.1002/tea.21065

Cited by 81 publications

(74 citation statements)

References 89 publications

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“…Although the racial disparities in science achievement have been well documented, it is not altogether clear why this problem persists and what institutions of higher education can do about it (Mutegi, ). The findings from this study begin to untangle some of those issues and suggest that the effect of race on persistence in a STEM major is largely associated with unequal preparation and access to educational opportunities.…”

Section: Discussionsupporting

confidence: 93%

What matters in college for retaining aspiring scientists and engineers from underrepresented racial groups

et al. 2014

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This longitudinal study examined factors that contribute to the persistence of underrepresented racial minority (URM) undergraduates in STEM fields. The primary source of data came from the Cooperative Institutional Research Program's 2004 The Freshman Survey (TFS) and 2008 College Senior Survey (CSS). The sample included 3,670 students at 217 institutions who indicated on the TFS that they intended to major in a STEM field, 1,634 of whom were underrepresented minority (URM) students. Findings indicate that Black and Latino undergraduates were significantly less likely to persist in STEM majors than were their White and Asian American counterparts. Background characteristics and college experiences moderated this race effect, suggesting both that pre‐college factors may explain some of the observed racial disparities and that individual institutions can take more concrete actions to improve science achievement. Findings from the follow‐up analysis of the sample of URMs suggest that institutions can improve URM STEM persistence by increasing the likelihood that those students will engage in key academic experiences: studying frequently with others, participating in undergraduate research, and involvement in academic clubs or organizations. © 2014 Wiley Periodicals, Inc. J Res Sci Teach 51: 555–580, 2014

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Section: Discussionsupporting

confidence: 93%

What matters in college for retaining aspiring scientists and engineers from underrepresented racial groups

et al. 2014

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“…Although Black, Latinx, and American Native communities have always thought in theoretical terms about their conditions of social, political, and economic subordination in a White supremacist society, racism is yet to be given full explanatory power in the academy (Feagin, 2000 as cited in Mutegi, ; Parker & Lynn, ). These thoughts are formalized within CRT and succinctly captured within its tenet that communities of color should engage in sharing their unique perspectives on racism; an approach that simultaneously resists and rejects racism (Delgado & Stefancic, ; Feagin, ).…”

Section: Theoretically Reframing Stem Doctoral Persistence: Critical mentioning

confidence: 99%

Toward a critical theory of science, technology, engineering, and mathematics doctoral persistence: Critical capital theory

Bancroft

2018

Science Education

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The proportion of Black, Latinx, and American Native individuals annually earning science, technology, engineering, and mathematics (STEM) doctoral degrees in the United States (US) has been enduringly and inequitably low for decades compared to their White peers. Despite the intransigent connection between race and STEM doctoral outcomes, US STEM education policy documents typically fail to identify racism as influencing this racial inequity. This paper presents critical capital theory (CCT)—an integration of critical race theory, forms of capital, and fictive kinship—to give racism full explanatory power within the context of US STEM doctoral outcomes. CCT proposes that access to large and affluent social networks containing supportive individuals who have knowledge of how to successfully navigate institutions of power is currently core to STEM doctoral success. This access reinforces STEM identity and belonging, but has been and continues to be primarily preserved for White students via an ever‐evolving system of racism. CCT proposes systems supporting STEM faculty’s consistent provision of high‐quality mentorship experiences for all their students—coupled with accountability for providing this mentorship—would result in more equitable STEM doctoral outcomes.

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“…Similarly, Howard () explained that to carry out the day‐to‐day activities of their lives, members of the dominant group in any society are not necessarily required to know anything about those outside the dominant culture. We have found such a critical race critique throughout STEM education research (McGee, ; Mutegi, ; Ridgeway & McGee, ; Ridgeway & Yerrick, ; Rosa & Mensah, ) particularly related to science and mathematics education reform. Critical race awareness and recognition of racial disparities can and should permeate conversations about diversity in engineering, but how do we initiate these conversations?…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring the White and male culture: Investigating individual perspectives of equity and privilege in engineering education

Eastman

Miles

Yerrick

2019

J of Engineering Edu

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Background Engineering education in the United States has been accused of favoring White men at the exclusion of those traditionally underrepresented in engineering. However, contrary to the culturally responsive literature addressing approaches to “colorblindness,” engineering faculty believe they should treat all students equally. Purpose This study explored conceptions of equity and privilege present within the culture of engineering education, particularly the White male population. Method This longitudinal qualitative study investigated the experiences of one longtime engineering professor, an insider to the culture of engineering confronted with conceptions of his own privilege. We analyzed interview, focus group, and field note data to evaluate shifts in our participant's perspective while he was enrolled in a doctoral program that challenged his views of race, privilege, and equity. Results Our participant was initially opposed to conceptions of his own privilege. Through repeated challenges to his beliefs about privilege coupled with reflections on his experiences and positioning in society, his beliefs shifted toward recognizing inequities based on class and race. Conclusions In a discipline with an overrepresentation of White men, there can be resistance to addressing topics of equity and privilege. However, it is possible for engineering educators, despite their race and gender, to change their beliefs related to the culture of engineering education and to address inequities within engineering departments and classrooms.

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“life's first need is for us to be realistic” and other reasons for examining the sociocultural construction of race in the science performance of African American students

Cited by 81 publications

References 89 publications

What matters in college for retaining aspiring scientists and engineers from underrepresented racial groups

What matters in college for retaining aspiring scientists and engineers from underrepresented racial groups

Toward a critical theory of science, technology, engineering, and mathematics doctoral persistence: Critical capital theory

Exploring the White and male culture: Investigating individual perspectives of equity and privilege in engineering education

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