Analyzing the Intersectional and Bicultural Experiences of Black Immigrant Women STEM Students at a Diverse Urban University: A Phenomenological Study

被引：0
作者：
Sparks D.M. [1 ]
机构：
[1] Math-Science Education/Teacher Education, University of Texas Permian Basin, 4901 E. University Blvd, Odessa, 79762, TX
来源：
The Urban Review | 2023年 / 55卷 / 2期
关键词：
Case study; Diversity; Equity; Gender; Intersectionality;
D O I：
10.1007/s11256-022-00648-z
中图分类号：
学科分类号：
摘要：
Three 1.5-generation immigrant, Nigerian American, women students attending a diverse urban university participated in face-to-face interviews and a focus group to share their experiences as science, technology, engineering, and mathematics (STEM) majors. Qualitative analysis revealed influences from their African heritage, identities as African immigrant women, stereotypes they face because of their culture, and their need to have peers and role models who match their intersectional identities. Future research should explore the applicability of intersectionality for students with converging racial/ethnic, gender, and career experiences, the unique process of identity construction for African immigrant women in STEM, and the factors necessary for universities to meet the needs of all Black students. © 2022, This is a U.S. Government work and not under copyright protection in the US; foreign copyright protection may apply.
引用
收藏
页码：269 / 292
页数：23
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