The Troubled Success of Black Women in STEM

Autor/inn/en	McGee, Ebony O.; Bentley, Lydia
Titel	The Troubled Success of Black Women in STEM
Quelle	In: Cognition and Instruction, 35 (2017) 4, S.265-289 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-0008
DOI	10.1080/07370008.2017.1355211
Schlagwörter	STEM Education; African American Students; College Students; Females; Womens Education; Racial Bias; Gender Bias; Social Bias; Student Experience; Stress Variables; Coping; Resilience (Psychology); At Risk Students; Phenomenology; High Achievement; Interviews; Self Concept; Success; Disproportionate Representation; Sexual Harassment; Stereotypes; Qualitative Research; Case Studies; Focus Groups + Suchen Sie Ihr Suchwort? STEM; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Collegestudent; Weibliches Geschlecht; 'Women''s education'; Frauenbildung; Racial discrimination; Rassismus; Geschlechterstereotyp; Studienerfahrung; Bewältigung; Phenomenological psychology; Phänomenologie; Psychologie; Interviewing; Interviewtechnik; Selbstkonzept; Erfolg; Sexuelle Belästigung; Klischee; Qualitative Forschung; Case study; Fallstudie; Case Study
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01