New Research Perspectives on Native American Students in Higher Education

Waterman, Stephanie J.

doi:10.15763/issn.2642-2387.2019.5.1.60-80

Cited by 6 publications

(3 citation statements)

References 21 publications

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“…Importantly, the gaps should not be interpreted as pointing to the superiority or more inherent grit of certain groups. Indeed, research suggests multiple reasons for these disparities, such as a lack of access to the technological, financial, and cultural resources that are required to navigate normative HE systems (Brayboy et al, 2012;Shotton et al, 2013;Waterman, 2019;Winterer et al, 2020); hostile STEM climates impacting recruitment and persistence rates (DiBartolo et al, 2016;Kendricks et al, 2013;Leath & Chavous, 2018;Mondisa, 2018;Russell et al, 2018); social isolation and the psychological impacts of incivility and harassment (Rodrigues et al, 2021); and a system lacking proper supports for WOC to persist in STEM HE (Mondisa, 2018). This last explanation is the focus of our paper.…”

Section: Women Of Color In Stemmentioning

confidence: 99%

Mentoring in STEM higher education: a synthesis of the literature to (re)present the excluded women of color

Nkrumah

Scott

2022

IJ STEM Ed

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Mentoring initiatives for undergraduate and graduate women of color (WOC) have provided peer-to-peer relationships and counterspaces to disrupt the inequitable treatment of students in STEM higher education (HE). This literature synthesis explores intersectionality in STEM HE mentoring through pursuing the following research questions: (1) What impact do the social contexts of WOC have on their mentoring experiences in STEM HE? (2) What role does intersectionality play in the structural organization of WOC mentoring models in STEM HE? (3) How has intersectionality shaped the life experiences of WOC mentors and mentees? and (4) How can mentoring models utilize intersectionality to incorporate the experiences of WOC in STEM HE? Thematic findings from literature related to STEM HE mentoring suggest a reinforcement of deficit mentoring models (Fix the URM), a symbolic application of intersectionality (branding gender–race), and a lack of paradigmatic shifts (catch-all). Our specific recommendations presented in this article challenge the epistemic oppression and epistemic violence that current STEM HE mentoring models operationalize.

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Section: Women Of Color In Stemmentioning

confidence: 99%

Mentoring in STEM higher education: a synthesis of the literature to (re)present the excluded women of color

Nkrumah

Scott

2022

IJ STEM Ed

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“…In addition to those shared experiences by their Black and Latinx colleagues, Indigenous scholars often face racism through invisibility (Shotton, Lowe, Waterman, & Garland, 2012). In demographic literature, Native peoples continue to be relegated to an asterisk, if mentioned at all, justifying their exclusion.…”

Section: Contemporary Barriers To Representation In Soil Science: Institutional and Systemic Bias And Racismmentioning

confidence: 99%

Towards diverse representation and inclusion in soil science in the United States

Carter

Jennings

Pressler

et al. 2021

Soil Science Soc of Amer J

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Soil science is one of the least diverse subdisciplines within the agricultural, earth, and natural sciences. Representation within soil science does not currently reflect demographic trends in the United States. We synthesize available data on the representation of historically marginalized groups in soil science in the United States and identify historical mechanisms contributing to these trends. We review education and employment information within academia and the federal government, land-grant university participation, and available Soil Science Society of America (SSSA) membership data to gain insight into the current state of representation within soil sciences and implications for the future of this discipline. Across all domains of diversity, historically marginalized groups are under-represented in soil science. We provide recommendations toward recognizing diversity within the field and improving and encouraging diversity within the SSSA, and suggested responses for both individuals and institutions toward improving diversity, equity, and inclusion.

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“…For Indigenous youth, even though boarding schools began closing after 1928, it was not until 1970s that parents were granted the legal right to stop their child's placement in off-reservation schools (Northern Plains Reservation Aid 2015). As a result, Indigenous communities in U.S. higher education remains rarely acknowledged (Tachine, Cabrera, and Bird 2017;Waterman 2019). In this system, merit in education was defined by whether students conformed with the larger political social system in which Black and Indigenous communities were educated for the purposes of continued assimilation, or extinction.…”

Section: Merit As Race Talkmentioning

confidence: 99%

Merit as Race Talk: The Ontological Myopia of Merit Knowledge

kehal¹

2019

Preprint

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Can merit be self-evident and anti-racist within U.S. academic evaluative culture? Race is assumed to be self-evident, and merit is no exception. Merit’s reality is not questioned as it is something that is obvious and identifiable within an academic evaluative culture. While scholars note that the definitions of merit reflect the societal elite's cultural norms and definitions of merit transformed to justify racial hierarchies in the U.S., scholars have seldom questioned the racial assumptions upon which these merit transformations take place. Specifically, what have the transformations in merit within the U.S. academy had to presume about race, its role in the social world, and how it operates within the U.S. academy? Conducting a knowledge culture analysis of merit within the academy from 1890 until present, the study argues the contemporary academic evaluative culture has inherited a presumption of the twentieth-century academic evaluative cultures: adjudications of merit are premised upon the colonized proving their assimilability. The colonized have served as fundamental backdrop for how to judge merit because merit in academia’s social world emerged as a language and technology to manage the inclusion of racial difference; or simply, merit as race talk. This myopia makes it so academic evaluative cultures do not question whether the study of merit is the same as the colonial study of intelligence. Given this myopia, academia could begin to explore alternative bases of merit knowledge that are not dependent on adjudicating colonized communities' worth.

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New Research Perspectives on Native American Students in Higher Education

Cited by 6 publications

References 21 publications

Mentoring in STEM higher education: a synthesis of the literature to (re)present the excluded women of color

Mentoring in STEM higher education: a synthesis of the literature to (re)present the excluded women of color

Towards diverse representation and inclusion in soil science in the United States

Merit as Race Talk: The Ontological Myopia of Merit Knowledge

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