The Path to Graduate School in Science and Engineering for Underrepresented Students of Color

High school Black girls’ experiences in a STEM after‐school program: A qualitative case study

“…Research has documented the inhospitable and unwelcoming STEM classroom environments that Black girls and women encounter, often characterized by a lack of encouragement and prevalent biases from educators (Scott-Johnson & Leggett-Robinson, 2020). Gasman et al (2009) delineated the prevailing culture in STEM education as one that operates on a "survival of the academically fit" philosophy. This approach unjustly ascribes failure to immutable characteristics such as socioeconomic status and parental support, thereby perpetuating the narrative of academic inferiority among Black girls and women.…”

“…This approach unjustly ascribes failure to immutable characteristics such as socioeconomic status and parental support, thereby perpetuating the narrative of academic inferiority among Black girls and women. This perspective unjustly places the responsibility for their underrepresentation on the individuals rather than critically examining the educational and cultural practices within K-12 and higher education systems (Gasman et al, 2009).…”

“…Gasman et al (2009) delineated the prevailing culture in STEM education as one that operates on a “survival of the academically fit” philosophy. This approach unjustly ascribes failure to immutable characteristics such as socioeconomic status and parental support, thereby perpetuating the narrative of academic inferiority among Black girls and women.…”