STEM SISTA Spaces:

Ashford, Shetay; Wilson, Jessica Alyce; King, Natalie S.; Nyachae, Tiffany M.

doi:10.14321/j.ctt1qd8zjk.6

Cited by 10 publications

(8 citation statements)

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“…Howard‐Hamilton () encourages the use of counterspaces as a conceptual framework for Black girls and women because they provide shelter from the “daily torrent of microaggressions” (p. 23) and can be fostered through positive support systems, which include family, friends, community members, and organizations. Scholars have recently explored the importance of having counterspaces within STEM education (Ashford, Wilson, King, & Nyachae, ; Lane, ; Ong, Smith, & Ko, ; Smith, ; Wilson & King, ). Ong et al (), explored the functionality of counterspaces for women of color in STEM higher education and reified the need to be deliberate in the creation of counterspaces at the center of STEM, rather than women of color being forced to create those spaces at the margins.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…In a review of the literature, relatively few studies specifically explored Black girls' participation in formal and informal science learning spaces (Ashford, Wilson, King, & Nyachae, ). One study described an enrichment program that provided Black high school girls with afterschool tutoring, inquiry‐based activities, role models, and mentoring (Ferreira & Patterson, ).…”

Section: Subjectivity Statementsmentioning

confidence: 99%

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Black girls speak STEM: Counterstories of informal and formal learning experiences

2018

Self Cite

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This study presents the interpretations and perceptions of Black girls who participated in I AM STEM—a community‐based informal science, technology, engineering, and mathematics (STEM) program. Using narrative inquiry, participants generated detailed accounts of their informal and formal STEM learning experiences. Critical race methodology informed this research to portray the dynamic and complex experiences of girls of color, whose stories have historically been silenced and misrepresented. The data sources for this qualitative study included individual interviews, student reflection journals, samples of student work, and researcher memos, which were triangulated to produce six robust counterstories. Excerpts of the counterstories are presented in this article. The major findings of this research revealed that I AM STEM ignited an interest in STEM learning through field trips and direct engagement in scientific phenomena that allowed the girls to become agentic in continuing their engagement in STEM activities throughout the year. This call to awaken the voices of Black girls to speak casts light on their experiences and challenges as STEM learners—from their perspectives. The findings confirm that when credence and counterspaces are given to Black girls, they are poised to reveal their luster toward STEM learning. This study provided a space for Black girls to reflect on their STEM learning experiences, formulate new understandings, and make connections between the informal and formal learning environments within the context of their everyday lives, thus offering a more holistic approach to STEM learning that occurs across settings and over a lifetime.

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Section: Conceptual Frameworkmentioning

confidence: 99%

Section: Subjectivity Statementsmentioning

confidence: 99%

Black girls speak STEM: Counterstories of informal and formal learning experiences

2018

Self Cite

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“…As a tenet of critical race theory, counterspaces serve as a vital social justice strategy for students of color's survival in higher education (Solórzano & Villalpando, 1998). Counterspaces have been utilized to create safe spaces for Black girls and women in informal and formal K-16 STEM and computing education (Ashford et al, 2017;Heo & Myrick, 2009;King & Pringle, 2019). In Ashford et al (2017), we proposed a STEM SISTA space model to "center the needs and interests" (p. 8) of Black girls and women in K-16 STEM education.…”

Section: Counterspacesmentioning

confidence: 99%

“…Counterspaces have been utilized to create safe spaces for Black girls and women in informal and formal K-16 STEM and computing education (Ashford et al, 2017;Heo & Myrick, 2009;King & Pringle, 2019). In Ashford et al (2017), we proposed a STEM SISTA space model to "center the needs and interests" (p. 8) of Black girls and women in K-16 STEM education. Such models are also needed within P-20 computing education to promote the persistence of Black girls and women.…”

Section: Counterspacesmentioning

confidence: 99%

“…In response to barriers in computing education, Black women may create counterspaces or safe homogeneous spaces to shield themselves, particularly within hegemonic racialized environments such as predominately white institutions (Solorzano et al, 2000). Similar to the STEM SISTA space model (Ashford et al, 2017), I propose the creation of a Computing or STEM+Computing SISTA space to "center the needs and interests" (p. 8) of Black girls and women in P-20 computing education and to promote the persistence of Black girls and women. The Computing SISTA space may be utilized in both formal and informal P-20 computing education contexts.…”

Section: Create Counterspaces For Black Girls and Womenmentioning

confidence: 99%

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You Do Belong! Transformative Black Women Faculty Recommendations for Broadening Participation in US P-20 Computing Education

Board

2020

JTLPS

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This study aimed to amplify Black women faculty’s recommendations for broadening participation of the next generation of Black girls and women as they matriculate from primary school into advanced graduate degrees (P-20) in computing education (CE). As tenure-track faculty, these transformative women have attained the highest degree (i.e., Ph.D.) in postsecondary CE in the United States (US). To govern the knowledge validation process, I utilized Afrocentric feminist epistemology undergirded by critical race theory and Black feminist thought. Upon conducting thematic analysis, I identified four emergent themes to broaden participation of Black girls and women in computing: 1) improve access, quality, and early exposure to CE, 2) create equitable and equal spaces for Black girls and women, 3) confront unconscious biases of teachers and faculty, and 4) provide mentoring opportunities. As an emerging Black woman scholar, with a bachelor’s degree in computer science and 15 years of industry experience, I had a “unique angle of vision” to interpret and inform this study’s findings. This study builds upon limited knowledge about interventions needed to support Black girls and women in US P-20 computing education.

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The career and mental health experiences of Black women in STEM

Cabell,

Brookover

2024

Journal of Employment Couns

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Black women are underrepresented in science, technology, engineering, and mathematics (STEM) industries and are presented with unique career and mental health experiences as a result. This study used social cognitive career theory and thematic analysis to explore the career and mental health experiences of (N = 11) Black women in STEM. The findings include four themes: (1) the influence of a STEM career on mental health; (2) the STEM career journey; (3) self‐efficacy and self‐motivation to succeed; and (4) hopes for Black girls and women in STEM. Implications for counselors who work with Black women in STEM are discussed.

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STEM SISTA Spaces:

Cited by 10 publications

References 0 publications

Black girls speak STEM: Counterstories of informal and formal learning experiences

Black girls speak STEM: Counterstories of informal and formal learning experiences

You Do Belong! Transformative Black Women Faculty Recommendations for Broadening Participation in US P-20 Computing Education

The career and mental health experiences of Black women in STEM

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