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

Abstract

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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“…Our findings align with previous studies about the impact of negative narratives about community colleges on students’ “thoughts, beliefs, values, and behaviors,” even when they have positive perceptions about community colleges themselves. 147,148…”

“…Mentors, counselors, and staff can expose and challenge negative stereotypes about community colleges, to support students’ pride in their educational pathways and identities and increase the likelihood that they will persist and complete their studies. 42,147,172 We recommend that those individuals involved in the recruitment, training, and education of community college and transfer students learn about these issues and take active steps to empower these students.…”