Oh You Are Smart: Young, Gifted African American Women in Stem Majors

McPherson, Ezella

doi:10.1615/jwomenminorscieneng.2016013400

Cited by 27 publications

(40 citation statements)

References 13 publications

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“…Despite reporting specific examples and regular occurrences of sexism and implicit bias in class settings and group interactions, some participants still perceived their academic experiences to be equal to those of male peers. This finding is consistent with research that suggests that such differentiation is perceived by women in male-dominated environments as natural or expected, particularly as some women adapt to manage stereotypes and to better fit in in an attempt to persist (Amon 2017;Buse et al 2013;Fouad et al 2016;Hewlett et al 2008;McPherson 2017;Neumann et al 2016;Powell and Sang 2015). Alisa and Faith both described these adapting behaviors in their examples of female engineering students distancing themselves from other women and feminine stereotypes in order to gain acceptance.…”

Section: Discussionsupporting

confidence: 82%

“Girl Power”: Gendered Academic and Workplace Experiences of College Women in Engineering

Smith

Gayles

2018

Social Sciences

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Women in engineering continue to experience bias in the field. This constructivist case study uses feminist theory to examine the gendered experiences of graduating senior women engineering students in academic and workplace environments. In each setting we identified three subthemes; in academia: "I don't think my education is any different," "Being underestimated constantly," and "You don't want to be seen as getting advantages"; in the workplace: "Oh, you're a girl," "There's a lot of sexism," and Benefits of "girl power." Overall, findings indicate that women experience bias in both settings, often via implicit bias in academia and with instances of implicit bias, sexism, and sexual harassment occurring even more often in the workplace through internship experiences. The article concludes with suggestions for practice, future research, and strategies to create supportive academic and workplace experiences and environments for women engineers.

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Section: Discussionsupporting

confidence: 82%

“Girl Power”: Gendered Academic and Workplace Experiences of College Women in Engineering

Smith

Gayles

2018

Social Sciences

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“…QuantCrit researchers, in part, overcome this challenge by collecting large-scale datasets with enough statistical power to model the relationships between students' intersectional identities and their learning outcomes. While our work's foundations lie in the QuantCrit literature, we were informed by the prior work using intersectionality in physics [12][13][14][15][16][17], intersectionality in QuantCrit [62,63,66] and the foundational work in intersectionality [70]. This body of work was particularly informative for our statistical model building process.…”

Section: Data Is Not Neutral and Cannot Speak For Itself -mentioning

confidence: 99%

“…Students of color face a similarly harsh learning environment in physics. Faculty and mentors advise students of color against pursuing STEM degrees; their peers and instructors avoid or ignore them and deny them insider knowledge for success [9,[12][13][14][15][16][17]. These burdens fall disproportionately on students with multiple intersecting identities marginalized in the United States.…”

Section: Introductionmentioning

confidence: 99%

Associations between learning assistants, passing introductory physics, and equity: A quantitative critical race theory investigation

Dusen

Nissen

2020

Phys. Rev. Phys. Educ. Res.

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Many STEM degrees require passing an introductory physics course. Physics courses often have high failure rates that may disproportionately harm students who are marginalized by racism, sexism, and classism. We examined the associations between Learning Assistant (LA) supported courses and equity in non-passing grades (i.e., d, drop, fail, or withdrawal; DFW) in introductory physics courses. The data used in the study came from 2312 students in 41 sections of introductory physics courses at a regional Hispanic serving institution. We developed hierarchical generalized linear models of student DFW rates that accounted for gender, race, first-generation status and LA-supported instruction. We used a quantitative critical race theory (QuantCrit) perspective focused on the role of hegemonic power structures in perpetuating inequitable student outcomes. Our QuantCrit perspective informed our research questions, methods, and interpretations of findings. The models associated LAs with overall decreases in DFW rates and larger decreases in DFW rates for students of color than their white peers. While the inequities in DFW rates were lower in LA-supported courses, they were still present.

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“…Students of color experience their race as a salient component of their physics education. They are often ignored and avoided by their fellow peers and faculty members, they are dissuaded from pursuing STEM degrees by faculty members, and excluded from insider know‐how needed to succeed in their education (Dortch & Patel, ; Johnson, ; Johnson, ; McGee & Bentley, ; McPherson, ; Ong, ; Seymour, ). These negative experiences occurred less frequently for male Black students at HBCU's (Dortch & Patel, ).…”

Section: Literature Reviewmentioning

confidence: 99%

Equity in college physics student learning: A critical quantitative intersectionality investigation

Dusen

Nissen

2019

J Res Sci Teach

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We investigated the intersectional nature of race/racism and gender/sexism in broad scale inequities in physics student learning using a critical quantitative intersectionality. To provide transparency and create a nuanced picture of learning, we problematized the measurement of equity by using two competing operationalizations of equity: Equity of Individuality and Equality of Learning. These two models led to conflicting conclusions. The analyses used hierarchical linear models to examine student's conceptual learning as measured by gains in scores on research-based assessments administered as pretests and posttests. The data came from the Learning About STEM Student Outcomes' (LASSO) national database and included data from 13,857 students in 187 firstsemester college physics courses. Findings showed differences in student gains across gender and race. Large gender differences existed for White and Hispanic students but not for Asian, Black, and Pacific Islander students. The models predicted larger gains for students in collaborative learning than in lecture-based courses. The Equity of Individuality operationalization indicated that collaborative instruction improved equity because all groups learned more with collaborative learning. The Equality of Learning operationalization indicated that collaborative instruction did not improve equity because differences between groups were unaffected. We discuss the implications of these mixed findings and identify

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Oh You Are Smart: Young, Gifted African American Women in Stem Majors

Cited by 27 publications

References 13 publications

“Girl Power”: Gendered Academic and Workplace Experiences of College Women in Engineering

“Girl Power”: Gendered Academic and Workplace Experiences of College Women in Engineering

Associations between learning assistants, passing introductory physics, and equity: A quantitative critical race theory investigation

Equity in college physics student learning: A critical quantitative intersectionality investigation

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