The Troubled Success of Black Women in STEM

McGee, Ebony O.; Bentley, Lydia

doi:10.1080/07370008.2017.1355211

Cited by 221 publications

(228 citation statements)

References 79 publications

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“…While these quantitative studies tended to combine marginalized groups, some qualitative studies have focused on the lived experiences of students of color (Fries‐Britt et al, ), Black students (Fries‐Britt et al, ), Black women (Holmes, ; Hyater‐Adams et al, ; McGee & Bentley, ; Rosa & Mensah, ), and women of color (Ong, ) in physics. Students of color experience their race as a salient component of their physics education.…”

Section: Literature Reviewmentioning

confidence: 99%

“…For example, Black women face marginalization from White men, White women, and Black men in their physics education (Dortch & Patel, ). The studies examining the intersection of physics student races and genders have used qualitative methods to investigate the experiences of women of color (Fries‐Britt, Johnson, & Burt, ; Fries‐Britt, Younger, & Hall, ; Holmes, ; Hyater‐Adams, Williams, Fracchiolla, Finkelstein, & Hinko, ; Johnson, ; McGee & Bentley, ; Ong, ; Rahm & Moore, ; Rosa & Mensah, ). The present study differs from these prior studies by using a CQI framework to operationalize equity and explore the intersectional experiences of college physics students using statistical models.…”

Section: Introductionmentioning

confidence: 99%

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Equity in college physics student learning: A critical quantitative intersectionality investigation

Dusen

Nissen

2019

J Res Sci Teach

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We investigated the intersectional nature of race/racism and gender/sexism in broad scale inequities in physics student learning using a critical quantitative intersectionality. To provide transparency and create a nuanced picture of learning, we problematized the measurement of equity by using two competing operationalizations of equity: Equity of Individuality and Equality of Learning. These two models led to conflicting conclusions. The analyses used hierarchical linear models to examine student's conceptual learning as measured by gains in scores on research-based assessments administered as pretests and posttests. The data came from the Learning About STEM Student Outcomes' (LASSO) national database and included data from 13,857 students in 187 firstsemester college physics courses. Findings showed differences in student gains across gender and race. Large gender differences existed for White and Hispanic students but not for Asian, Black, and Pacific Islander students. The models predicted larger gains for students in collaborative learning than in lecture-based courses. The Equity of Individuality operationalization indicated that collaborative instruction improved equity because all groups learned more with collaborative learning. The Equality of Learning operationalization indicated that collaborative instruction did not improve equity because differences between groups were unaffected. We discuss the implications of these mixed findings and identify

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Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Equity in college physics student learning: A critical quantitative intersectionality investigation

Dusen

Nissen

2019

J Res Sci Teach

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“…The findings of Brown et al reveal that racial bias and conflict are pervasive factors in limiting African American participation in STEM careers. Similarly, in a study of three Black undergraduate STEM majors, McGee and Bentley (2017) found that structural racism, sexism, and race-gender bias were salient in students' STEM educational experiences. Additionally, these experiences caused stress for students as they worked to persist in these career tracks.…”

Section: Racism In Stem Career Attainmentmentioning

confidence: 96%

A tale of two camps: A mixed methods investigation into racially disparate outcomes in a nanotechnology research experience

et al. 2019

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This mixed methods study reports data from the implementation of a 2‐week nanotechnology camp for secondary level students. The camp, Nanotechnology Experiences for Students and Teachers, had the overarching goal of increasing science, technology, engineering, and mathematics (STEM) interest among the next generation of potential STEM professionals. Statistical pre‐ and postsurvey data indicate that overall the camp was successful in fostering increased STEM interest among participants. However, early analysis of ethnographic data showed that African American students were observed to have radically different experiences than the non‐African American students. To better understand why the camp yielded such divergent outcomes, we examined ethnographic data focusing specifically on incidents of microaggressions. We were particularly interested in the impact that microaggressions had on African American students’ camp experience and learning. Our data show that microaggressions were pervasive; they came from students, instructors, and the environment; and in response, African American students adopted detachment‐coping strategies. Together these factors worked against African American students’ success. We conclude with suggestions for practice.

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“…This directs us to pay attention to how student experiences with marginalization may impact their experiences of challenge. In addition to stereotype threat effects in test-taking situations, racial and/or gender stereotyped students experience many other effects of racism and sexism in day-to-day classroom environments in college STEM (Fries-Britt & Turner, 2001;Fries-Britt & Turner, 2002;Fries-Britt et al, 2010;Harper, 2013;Harwood et al, 2015;Northwestern University, Black Student Experience Task Force, 2016;Rosa & Mensa, 2016;McGee & Bentley, 2017). More work is needed in this arena with respect to mindset studies.…”

Section: Mindset Research and Equitymentioning

confidence: 99%

Exploring mindset’s applicability to students’ experiences with challenge in transformed college physics courses

Little

Humphrey

Green

et al. 2019

Phys. Rev. Phys. Educ. Res.

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The mindset literature is a longstanding area of psychological research focused on beliefs about intelligence, response to challenge, and goals for learning (Dweck, 2000). However, the mindset literature's applicability to the context of college physics has not been widely studied. In this paper we narrow our focus toward students' descriptions of their responses to challenge in college physics. We ask the research questions, "can we see responses to challenge in college physics that resemble that of the mindset literature?" and "how do students express evidence of challenge and to what extent is such evidence reflective of challenges found in the mindset literature?" To answer these questions, we developed a novel coding scheme for interview dialogue around college physics challenge and students' responses to it. In this paper we present the development process of our coding scheme. We find that it is possible to see student descriptions of challenge that resemble the mindset literature's characterizations. However, college physics challenges are frequently different than those studied in the mindset literature. We show that, in the landscape of college physics challenges, mindset beliefs cannot always be considered to be the dominant factor in how students respond to challenge. Broadly, our coding scheme helps the field move beyond broad Likert-scale survey measures of students' mindset beliefs.

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The Troubled Success of Black Women in STEM

Cited by 221 publications

References 79 publications

Equity in college physics student learning: A critical quantitative intersectionality investigation

Equity in college physics student learning: A critical quantitative intersectionality investigation

A tale of two camps: A mixed methods investigation into racially disparate outcomes in a nanotechnology research experience

Exploring mindset’s applicability to students’ experiences with challenge in transformed college physics courses

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