Stem Student-Faculty Relationships: The Influence of Race and Gender on Access to Career-Related Opportunities

Salazar, Cinthya Campos; Park, Julie J.; Parikh, Roshan M.

doi:10.1615/jwomenminorscieneng.2020031959

Cited by 4 publications

(10 citation statements)

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“…This finding demonstrates that targeted programs designed to support women in STEM can still fail to address the multiple social identities of Black women, and WOC more broadly, if only focused on sexism and not the intersecting forms of oppression affecting their experiences (Crenshaw, 1995). Our findings extend prior research that has exposed the marginalizing experiences of WOC in STEM based on their intersectional identities (McGee & Martin, 2011;Ong et al, 2011;Salazar et al, 2020) and demonstrate the need for LLCs and practitioners to engage in purposeful efforts that address issues of inequality, discrimination, and marginalization affecting WOC in STEM. If WOC do not feel a sense of mattering first, their sense of belonging will also be affected.…”

Section: Discussionsupporting

confidence: 80%

Marginality and mattering: Inequality in STEM majors’ relationships with higher education practitioners.

Salazar¹,

Liwanag²,

Zheng³

et al. 2024

Journal of Diversity in Higher Education

Self Cite

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Higher education practitioners are a wide-ranging group of professionals often responsible for implementing programs and services that support student success. In this qualitative study, we examine the nature of student-practitioner relationships among a multiracial sample of 39 science, technology, engineering, and mathematics (STEM) college seniors to address three questions: (a) How do STEM students describe their relationships with practitioners on campus? (b) In what ways, if any, do student-practitioner relationships influence STEM students' feelings of marginality and/or mattering in STEM? and (c) To what extent do STEM students have different experiences based on their racial/ethnic identities? We employ a cross-case study analysis approach, contrasting the experiences of majority-status (e.g., White and Asian/Asian American) and minoritized-status (e.g., Black/African American and Latinx) students within STEM contexts. Our findings show clear differences regarding how students describe their interactions with practitioners based on racial/ethnic background, as well as how student-practitioner relationships impact students' sense of mattering and marginality in STEM. We conclude with implications for research and practice to address the persistent structural issues affecting STEM college students.

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Section: Discussionsupporting

confidence: 80%

Marginality and mattering: Inequality in STEM majors’ relationships with higher education practitioners.

Salazar¹,

Liwanag²,

Zheng³

et al. 2024

Journal of Diversity in Higher Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…Finally, the authors found that the effects of both racism and sexism were lessened when students were engaged in research. The findings of this study highlight the complex nature of professor and student relationships and the varied effects, both positive and negative, of race and gender on undergraduate women [11]. In fact, a significant portion of the research on student and faculty relationships indicates that the impact of students' interactions with faculty are qualified in some way [10].…”

Section: Student/faculty Relationships In Stemmentioning

confidence: 75%

“…The impact that faculty can have on women in STEM disciplines is not always clearly delineated as positive or negative. For example, in their study of 40 STEM graduates, Salazar et al [11] found that the experiences of women of Color and white women varied significantly. Although all of the women in the study indicated that they experienced sexism perpetrated by their faculty, the effects were sometimes either mitigated or exacerbated by their race or ethnicity.…”

Section: Student/faculty Relationships In Stemmentioning

confidence: 99%

“…Conversely, undergraduate women of Color found that race served as a barrier to relationship building with professors, which hindered their ability to access career-related opportunities. However, the findings of Salazar et al [11] also indicated that exposure to professors of Color facilitated relationships with racially underrepresented students, which then gave these students access to networks that supported their career goals in STEM. Finally, the authors found that the effects of both racism and sexism were lessened when students were engaged in research.…”

Section: Student/faculty Relationships In Stemmentioning

confidence: 99%

“…Although men, as the majority, have great agency in either perpetuating or changing this negative culture for women, little research has examined men's attitudes regarding issues related to gender in engineering. Several initiatives have proven to be effective in training and utilizing men faculty as allies for their women faculty counterparts in STEM [5] - [8], and research demonstrates that faculty have the potential to greatly influence the experience of students [9], [4], [10], [11] yet, there are few studies that explore men faculty allies' advocacy efforts for undergraduate women. To address the lack of research on men faculty allies in engineering, this study sought to examine the following research question: How and in what ways do the efforts of men faculty allies towards gender equity manifest in their daily work within their disciplines?…”

Section: Introductionmentioning

confidence: 99%

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“We’re Learning like Everyone Else”: Best Practices from Men Allies

Lewis

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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Danielle Vegas Lewis is a doctoral candidate in the University at Buffalo's Higher Education program. She earned a B.A. in Political Science from SUNY Cortland in 2005 and a M.Ed. in Higher Education and Student Affairs from the University of South Carolina in 2007. She is currently the SUNY PRODiG Fellow at SUNY Fredonia where she teaches sociology and gender courses. She also serves as a Research Associate for Dr. Linda DeAngelo at the University of Pittsburgh. Her research agenda aims to understand and disrupt the ways in which socially constructed identities allow for the reproduction of social inequality, with a focus on understanding the ways institutions of higher education and other social structures challenge or uphold hegemonic environments in which majority populations accumulate power that harms students underrepresented in certain contexts.

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A Learning Analytic Approach to Modelling Student-Staff Interaction From Students’ Perception of Engagement Practices

Oladipupo,

Samuel

2024

IEEE Access

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The connection between student-staff interaction, students' positive outcomes, and institutions has been widely studied as a key focus of research on student engagement and quality learning in higher education. In this study, a learning analytic approach is taken to establish a model for student-staff interaction. Two African institutions are engaged in the analysis for data acquisition. The two student engagement datasets used in this study are acquired by survey approach using National Survey of Student Engagement Instrument from the student perspectives. An association rule mining technique with Frequent Pattern Growth algorithm is implemented to discover interesting associative patterns among the student engagement indicators in relation to two student engagement datasets. Structural equation modelling was then employed to investigate the discovered interesting associative relationships. This study evaluated 16 different studentstaff interaction models using various fit indices to identify the most accurate predictor of student-staff interaction (SSI). The results suggest that poor quality interactions (QI), reflective and integrated learning (RI), and quantitative reasoning (QR) are key factors that influence the quality of SSI. The methodology and resulting validated models offer a unique contribution to the field and can inform the development of policies and best practices to enhance student engagement and improve learning outcomes in higher education.

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Stem Student-Faculty Relationships: The Influence of Race and Gender on Access to Career-Related Opportunities

Cited by 4 publications

References 0 publications

Marginality and mattering: Inequality in STEM majors’ relationships with higher education practitioners.

Marginality and mattering: Inequality in STEM majors’ relationships with higher education practitioners.

“We’re Learning like Everyone Else”: Best Practices from Men Allies

A Learning Analytic Approach to Modelling Student-Staff Interaction From Students’ Perception of Engagement Practices

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