A day of reckoning for the white academy: reframing success for African American women in STEM

Morton, Terrell R.; Nkrumah, Tara

doi:10.1007/s11422-020-10004-w

Cited by 22 publications

(23 citation statements)

References 24 publications

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“…White cultural norms pervade all aspects of higher education (Brunsma, Brown, & Placier, 2013; Gusa, 2010; Smith, 2014). In classroom contexts, instructors often privilege research agendas, methods, and experiences that treat what is white as “universal” and “normal” (Gusa, 2010; Morton & Nkrumah, 2021). This approach is color‐evasive (“the denial of racial differences by emphasizing sameness”), as well as power‐evasive (“the denial of racism by emphasizing equal opportunities”; Neville, Awad, Brooks, Flores, & Bluemel, 2013, p. 455), and delegitimizes approaches that do not fit within this narrow framework (Grzanka & Cole, 2021; Settles, Jones, Buchanan, & Dotson, 2020).…”

Section: Research Methods As a (Typical) Coursementioning

confidence: 99%

Decentering whiteness: Rethinking the instruction of undergraduate research methods within developmental science

Camacho

Echelbarger

2021

Infant and Child Development

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Many social scientists are working to course correct the historical mistakes, abuses, and exclusionary practices of the field. To diversify who participates in developmental science, both as participants and as researchers, we argue that more attention must be paid to how we teach the science of developmental science (i.e., research methods). We propose that undergraduate research methods courses offer an opportunity to intervene on the academic pipeline and invite students of color into research through course curriculum. In this essay, we discuss guiding principles instructors should consider to transform their curriculum in the research training of undergraduate developmental scientists.

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Section: Research Methods As a (Typical) Coursementioning

confidence: 99%

Decentering whiteness: Rethinking the instruction of undergraduate research methods within developmental science

Camacho

Echelbarger

2021

Infant and Child Development

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“…The Center for Gender Equity in STEM advocates with and for women and girls of color in STEM through a variety of culturally-responsive interventions like COMPUGIRLS (Scott, 2021). Recent proposals have brought together scholars like CGEST Director Dr. Kimberly Scott (Scott, 2021;Scott & Garcia, 2016), Dr. Tara Nkrumah (Morton & Nkrumah, 2021), Dr. Brooke Coley (Boklage et al, 2018), and Dr. Lois Brown (Brown, 2008) to discuss systems mapping, interventions for improving STEM equity, and extending COMPUGIRLS using virtual reality.…”

Section: Arizona State Universitymentioning

confidence: 99%

Please Join Me/Us/Them on My/Our/Their Journey to Justice in STEM

Roscoe

2022

Discourse Processes

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Despite decades of effort to broaden participation in science, technology, engineering, and mathematics (STEM), many fields remain demographically skewed. Marginalized and minoritized people are still underrepresented in and underserved by the sciences. In this paper, the author considers the question, 'How do we improve representation in STEM?' by reflecting on his own journey and themes such as imposter syndrome, decentering, meritocracy, and activism. Importantly, 'underrepresentation' is not a mysterious happenstance but rather a predictable outcome of systemic inequity and systematic exclusion. By attending to the mechanisms of oppression, we can enact interventions that address root causes instead of symptoms. There are multiple ways that our research, teaching, and practice might change 'the system' by making inclusion and equity the focus of our work, applying these principles as a lens for framing research questions and interpreting findings, and adopting methods and practices that are inclusive and equitable.

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“…Black women contend with racist‐sexist stereotypes such as the “mammie,” “jezebel,” “sapphire,” and “welfare queen” (Harris‐Perry, 2011) that manifest as overt and covert aggressive behaviors in STEM that challenge their intellectual competence and contributions to STEM innovations and knowledge production (McPherson, 2017; Prescod‐Weinstein, 2020). These perspectives also constrain their access and opportunity to fully engage in STEM absent from expending the social, emotional, and physiological energy to resist said aggressive behaviors (Morton & Nkrumah, 2021).…”

Section: Why Women Of Color In Stem?mentioning

confidence: 99%

“…Some policies and practices have even perpetuated inequity and minoritization within STEM (Ridgeway & McGee, 2018). In attending to the social‐cultural‐historical‐political context of STEM (e.g., Morton & Nkrumah, 2021), as well as current national antiracist movements, through this paper we strive to (a) advocate for the specificity of language in research and (b) support individuals classified under the “Women of Color” umbrella term. In essence, this paper presents a critical meta‐synthesis of STEM education research that explicitly uses the term “women of color” (WOC).…”

Section: Introductionmentioning

confidence: 99%

Who's who: How “women of color” are (or are not) represented in STEM education research

et al. 2021

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Despite national calls for increasing diversity and inclusion within science, technology, engineering, and mathematics (STEM), inequitable recruitment and retention strategies remain commonplace. Inherent to many strategies is a lack of specificity in attending to the needs, desires, and cultures of individuals who are minoritized at the intersections of race, gender, and class through the use of broad, sweeping classifications such as “Women of Color.” Using critical race feminism, we engaged in a meta‐synthesis of recent peer‐reviewed, empirical STEM education articles that used the term “Women of Color” to identify (a) how the term “Women of Color” was defined, (b) who was and was not represented by this term and (c) and how research findings accounted for the presence of WOC. We provide a critical discussion of how terminology is used and a call for specificity in equitable and justice‐oriented STEM programming.

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A day of reckoning for the white academy: reframing success for African American women in STEM

Cited by 22 publications

References 24 publications

Decentering whiteness: Rethinking the instruction of undergraduate research methods within developmental science

Decentering whiteness: Rethinking the instruction of undergraduate research methods within developmental science

Please Join Me/Us/Them on My/Our/Their Journey to Justice in STEM

Who's who: How “women of color” are (or are not) represented in STEM education research

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