Agency of Women of Color in Physics and Astronomy: Strategies for Persistence and Success

Ko, Lily; Kachchaf, Rachel; Hodari, Apriel K.; Ong, Maria

doi:10.1615/jwomenminorscieneng.2014008198

Cited by 61 publications

(56 citation statements)

References 21 publications

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“…While existing literature (e.g., [19]) mentions examples of activism, very few have examined it in detail, including various meanings it holds for women of color. In our previous work (e.g., [33,34]), we found that activism was often catalyzed by experiences related to race, gender or both. For instance, Chloe, then a physics graduate student and now a cosmologist, talked about a program she volunteered for, at her school, in which her groups had mostly non-white females.…”

Section: Conceptual Frameworkmentioning

confidence: 81%

“…Previous research [34] found that women of color dedicate large amounts of energy to navigating a science environment in which they greatly differ from their peers. A few women in our study noted that, unlike the majority of their white male peers, they were the first in their families to attend college and/or pursue computing and therefore needed support to navigate the environment.…”

Section: Navigating the Science Environmentmentioning

confidence: 99%

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New enactments of mentoring and activism

Hodari

Ong

et al. 2014

Proceedings of the Tenth Annual Conference on International Computing Education Research

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In this paper we present themes from our National Science Foundation-funded projects, Beyond the Double Bind: Women of Color in STEM and Computing Beyond the Double Bind: Women of Color in Computing Education and Careers. The findings come from 14 interviews and 85 extant texts about 40 women of color. Our study contributes an analysis of how the intersection of gender and race affects career and education experiences in computing. We ask, What strategies work to enable U.S. women of color to achieve higher levels of advancement in computing education and careers? The findings bring to light new, emergent enactments of support, mentoring, and activism. This research will increase knowledge about success strategies to retain U.S. women of color, a population widely considered an untapped source of talent to fill the country's and the world's scientific workforce needs. The research may also provide other countries with new strategies to explore to retain and promote their underrepresented groups in computing.

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Section: Conceptual Frameworkmentioning

confidence: 81%

Section: Navigating the Science Environmentmentioning

confidence: 99%

New enactments of mentoring and activism

Hodari

Ong

et al. 2014

Proceedings of the Tenth Annual Conference on International Computing Education Research

Self Cite

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“…Identity theory has been utilized to better understand students' choice to pursue fields in the STEM profession 18 , why they stay engaged through undergraduate and graduate programs 19,20 , as well as understanding the complexities of identity in the engineering workplace 7 . In science, identity theory has provided insight in to how minority women have redefined recognition in order to remain engaged and successful in a profession that has not been welcoming, historically 16 .…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Engineering Identity Implications on the Retention of Black Women in the Engineering Industry

Ross

Godwin

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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“…Recent research has taken an intersectional approach to investigating how to broaden participation in physics. One study explores factors of persistence and success and navigational strategies used by women of color in physics and astronomy to advance in their academic and professional careers [2]. Another study investigated the impact of the intersection of race, gender, and science on undergraduate women of color in physics that persevered through their programs and remained in physics after completing their degrees [3].…”

Section: Introductionmentioning

confidence: 99%

Identifying barriers to ethnic/racial minority students’ participation in graduate physics

Cochran¹,

Hodapp²,

Brown³

2018

2017 Physics Education Research Conference Proceedings

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Historically, access to education in the U.S. has not been equitable. Furthermore, intersectionality, the interaction of multiple identities, results in educational experiences that vary widely for diverse groups of students with implications for the recruitment of future students. To better understand barriers to ethnic/racial minority students participating in graduate education a study has been conducted through the APS Bridge program, a program designed to increase the number of ethnic/racial minorities earning PhDs in physics. In phase one of this study, we analyzed student responses to an application question regarding why they chose not to apply to graduate physics programs. To further understand the barriers identified in the first phase of this study, we interviewed nine participants in the 2016 Cohort of the APS Bridge program. The results of this study have implications for a variety of stakeholders interested in broadening participation in graduate physics education.

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Agency of Women of Color in Physics and Astronomy: Strategies for Persistence and Success

Cited by 61 publications

References 21 publications

New enactments of mentoring and activism

New enactments of mentoring and activism

Engineering Identity Implications on the Retention of Black Women in the Engineering Industry

Identifying barriers to ethnic/racial minority students’ participation in graduate physics

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