I Can’t Quit: Experiences of Black Women in STEM Professions

Abstract

Using job embeddedness theory, this study investigated the off- and on-the-job forces experienced at the axis of race and gender that contribute to Black women staying in science, technology, engineering, and mathematics (STEM) professions. Using purposive, snowball sampling, 13 Black women with STEM degrees and professional experience were selected for semi-structured interviews via Zoom. Tensions in navigating the race–gender intersection were evident in participants’ experiences and informed their perceptions of fit, links, and sacrifices. Moreover, welcoming environments, financial stability, the desire to serve communities as role models, and opportunities to innovate, learn, and grow contributed to participants’ embeddedness in STEM professions. Contrary to previous research, respondents demonstrated high agency and confidence. Organizations can enhance the retention of Black women by providing growth opportunities and welcoming spaces. Specifically, inclusive leadership is essential to retaining a diverse workforce and making the value of Black women visible to drive STEM innovation.

Between Restriction and Liberation: Women’s Career Aspirations in Terms of Culture Perspectives in Asia

“…This supports the results of research by Raj et al (2019) on women in India and Ethiopia which revealed that even though they are surrounded by traditional gender stereotypes, women with self-efficacy and firm career orientation remain determined to fight for their careers. Sendze (2022), who examined the experiences of black women in the United States who have careers in STEM fields, also reported similar research results. It was stated that even though they were also influenced by racial discrimination-not solely because they were women-these black women took and chose to stay in a career in the STEM field, one of which was because of their 'vocation'.…”

Exploring the impact of “onlyness” among Black women doctoral students in computer science and engineering.

“…For most Black women, the motivator to continue and be represented in the STEM workforce is partly due to the burden of representation and serving as role models for other Black girls and women. (Sanchez et al, 2020; Sendze, 2023). As asserted decades ago, seeing Black women scientists is affirming for other Black girls and women in their racial and professional identities (Carlone & Johnson, 2007).…”

“…The underrepresentation of Black women in STEM starts early during P-12 education, when deterred from taking advanced-level science and mathematical courses (Sanchez et al, 2020). These girls are often taught by White teachers in STEM classes at each educational stage, including postsecondary education, and the lack of representation influences how they perceive themselves and the careers that they can choose from (Sanchez et al, 2020; Sendze, 2023).…”

“…These experiences often impact the retention and success of Black women in PhD programs. Moreover, such experiences further contribute to higher turnover rates of Black women from their respective workforces (see Sendze, 2023).…”

The importance of inclusive climate within the research group, department, and profession for marginalized science scholars’ career outcomes.

“…Previous research has made important contributions to our scholarly understanding of diversity and equity in the academy by focusing on one axis of marginalization at a time, such as women’s experiences in science, technology, engineering, and mathematices (STEM; e.g., Cameron et al, 2013; Docka-Filipek & Stone, 2021) or racial/ethnic minority scholars’ experiences of racism in the academy (Griffin et al, 2011). Recently, efforts have also been made to understand the nuanced consequences of intersecting forms of oppression on STEM scholars with multiple marginalized identities (e.g., both race and gender; Charleston et al, 2014; Sendze, 2023). Drawing from these perspectives, we attend to the experiences of individuals marginalized along multiple dimensions of race, gender and transgender identity, disability status, sexual identity, socioeconomic status, and first-generation student status.…”