The Troubled Success of Black Women in STEM

被引：189

作者：

McGee, Ebony O. ^{[1
]}

Bentley, Lydia ^{[1
]}

机构：

[1] Vanderbilt Univ, Dept Teaching & Learning, PMB Box 230 GPC,230 Appleton Pl, Nashville, TN 37203 USA

来源：

COGNITION AND INSTRUCTION | 2017年 / 35卷 / 04期

基金：

美国国家科学基金会;

关键词：

CRITICAL RACE THEORY; MATHEMATICS EDUCATION; ACADEMIC-ACHIEVEMENT; EXPERIENCES; SCIENCE; COLOR; COLLEGE; STUDENTS; RACISM; TECHNOLOGY;

D O I：

10.1080/07370008.2017.1355211

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

We examine the experiences of 3 high-achieving Black undergraduate and graduate women in science, technology, engineering, and mathematics (STEM). Our findings reveal that structural racism, sexism, and race-gender bias were salient in the women's STEM settings. These experiences were sources of strain, which the women dealt with in ways that demonstrate both resilience and trauma. We discuss how their experiences might motivate institutions to offer support for high-achieving students who sometimes face risks from multiple sources.

引用

页码：265 / 289

页数：25

共 115 条

[1] Racism, Parent Support, and Math-Based Career Interests, Efficacy, and Outcome Expectations Among African American Adolescents [J].