Navigating STEM: Afro Caribbean Women Overcoming Barriers of Gender and Race

Abstract

This article explores issues related to science, technology, engineering, and mathematics (STEM), participation and underrepresentation specifically in regard to women of African descent. Drawing from a larger qualitative, grounded case study, the article examines the experiences of Panamanian Afro Caribbean women in STEM and their successful navigation of race and gender barriers related to education and employment in STEM. Ogbu and Banks are used to inform the discussion regarding the formation of group identity. Data were collected and triangulated by interviews, surveys, observations, and documents. The findings revealed that socio-cultural values and strategies from their Caribbean community provided the support needed to build a positive self-identity. In addition, middle-class values that included educational attainment and hard work further supported their persistence through STEM education and their participation in STEM careers. A new model, the Self-Actualization Model (SAM), emerged as graphic representation for presenting the findings.

Strategies to Address Gendered Racism in Science Research Careers: a Scoping Review

“…The literature demonstrates that race discrimination and gender discrimination combine within science institutions to form mutually reinforcing axes of discrimination for the individual woman of color. The woman of color scientist finds it impossible to disentangle her experience of gender discrimination from her experience of race discrimination (Cantú, 2012;King Miller, 2017). The over-representation of individual strategies to cope with gendered racism in the intersubjective and experiential spaces suggests that the onus remains on women of color to adapt themselves to their environment (National Academies of Sciences Engineering & Medicine, 2019).…”

“…Dissemination of research on gendered racism (S. M. Malcom et al, 1976;Ong et al, 2011) Disaggregated data on race and gender (Antón et al, 2018;Ginther, 2018;L. E. Malcom & Malcom, 2011; S. M. Malcom et al, 1976;Ribeiro & Schlege, 2018) Narratives from minority women scientists (Buzzanell et al, 2015;Cantú, 2012;Ginther, 2018;Heward et al, 1995;King Miller, 2017) Increased visual representation of minority women scientists (Alfred et al, 2019;Antón et al, 2018;Rosenberg-Kima et al, 2010; M. J. Williams et al, 2019) Given that policy-makers and organizations state the importance of diversity in the sciences, the publication and dissemination of research into gendered racism in academic journals are essential.…”

“…Narratives by minority women scientists are written to value their lived experience and as a way of regaining control of how they are perceived (King Miller, 2017).…”

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

“…Nonetheless, the participants described how they had to maintain a high level of perseverance to stay in their professions. King Miller (2017) noted how determination and perseverance were factors that promote persistence in STEM fields.…”

Gender Gap in Science, Technology, Engineering and Mathematics (Stem): Barriers and Solutions

“…The women in Africa showed determination through STEM education and were eager to participate in a STEM career. To bridge the gender gap, parents, teachers, and community are to take their roles to support and encourage females to enter STEM (Miller, 2017). Obstacles occur during three developmental stages which are childhood and adolescence, emerging adulthood, and young-tomiddle adulthood.…”