Who's Who: How "Women of Color" Are (or Are Not) Represented in STEM Education Research

Autor/inn/en	Miles, Monica L.; Agger, Charlotte A.; Roby, ReAnna S.; Morton, Terrell R.
Titel	Who's Who: How "Women of Color" Are (or Are Not) Represented in STEM Education Research
Quelle	In: Science Education, 106 (2022) 2, S.229-256 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Miles, Monica L.) ORCID (Agger, Charlotte A.) ORCID (Roby, ReAnna S.) ORCID (Morton, Terrell R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21694
Schlagwörter	Minority Group Students; Females; Disproportionate Representation; STEM Education; Educational Research; Critical Theory; Race; Feminism + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; STEM; Bildungsforschung; Pädagogische Forschung; Kritische Theorie; Rasse; Abstammung; Feminismus
Abstract	Despite national calls for increasing diversity and inclusion within science, technology, engineering, and mathematics (STEM), inequitable recruitment and retention strategies remain commonplace. Inherent to many strategies is a lack of specificity in attending to the needs, desires, and cultures of individuals who are minoritized at the intersections of race, gender, and class through the use of broad, sweeping classifications such as "Women of Color." Using critical race feminism, we engaged in a meta-synthesis of recent peer-reviewed, empirical STEM education articles that used the term "Women of Color" to identify (a) how the term "Women of Color" was defined, (b) who was and was not represented by this term and (c) and how research findings accounted for the presence of WOC. We provide a critical discussion of how terminology is used and a call for specificity in equitable and justice-oriented STEM programming. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01