Counterspaces in science, technology, engineering, and mathematics (STEM) are often considered "safe spaces" at the margins for groups outside the mainstream of STEM education. The prevailing culture and structural manifestations in STEM have traditionally privileged norms of success that favor competitive, individualistic, and solitary practices-norms associated with White male scientists. This privilege extends to structures that govern learning and mark progress in STEM education that have marginalized groups that do not reflect the gender, race, or ethnicity conventionally associated with STEM mainstream success, thus necessitating spaces in which the effects of marginalization may be countered. Women of color is one such marginalized group. This article explores the struggles of women of color that threaten their persistence in STEM education and how those struggles lead them to search out or create counterspaces. It also examines the ways that counterspaces operate for women of color in STEM higher education, particularly how they function as havens from isolation and microaggressions. Using a framework of Critical Race Theory (CRT) and intersectionality theory and drawing on interview data from 39 women of color about their STEM higher education experiences, we describe five ways in which counterspaces operate: in peer-to-peer relationships; mentoring relationships; national STEM diversity conferences; STEM and non-STEM campus student groups; and STEM departments. Whereas most research has discussed counterspaces as racially or ethnically homogeneous social grou'ps of peers at the margins, our research found that counterspaces vary in terms of the race/ethnicity, gender, and power levels of participants. We found that counterspaces can be physical settings, as well as conceptual and ideological. Additionally, we identified counterspaces both at the margins and at the center of STEM departments. Thus, our research expands the existing understanding of the types and functions of counterspaces and broadens the definition of what locations can be and should be considered counterspaces.

No abstract

No abstract

Summary Participatory research is becoming a very popular way of helping to empower people with learning disabilities. All stages of this kind of research are conducted in partnership with non‐disabled researchers. Furthermore, the research agenda in learning disability is moving towards increasing participation in all forms of research. As a group undertaking participatory research, the present authors wish to share their experience of setting up a project over a period of 9 months to examine ‘keeping fit’. The authors include adults with learning disabilities, clinicians and a researcher from a primary care NHS trust, and support workers who work directly with the adults with learning disabilities in various community settings. An understanding of what is involved in participatory research is important as a first stage, and so the present authors invited speakers undertaking a similar project investigating direct payments to a one‐day conference that was set up locally. At the end of the conference, the present authors requested volunteers for the local project to investigate health. This approach enabled well‐informed agreement to participate. The present paper discusses the initial 9 months of the project, including a description of the volunteers and the major issues which all the participants learned during these early stages.

Use of this algorithm would simplify procedures for diagnosis of diabetes and could also be used for monitoring pre-diabetes. Validation is now required in other populations and patient groups.