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

Autor/in	Sparks, David M.
Titel	Analyzing the Intersectional and Bicultural Experiences of Black Immigrant Women STEM Students at a Diverse Urban University: A Phenomenological Study
Quelle	In: Urban Review: Issues and Ideas in Public Education, 55 (2023) 2, S.269-292 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-022-00648-z
Schlagwörter	Foreign Countries; Blacks; Immigrants; Females; College Students; Urban Schools; Student Experience; Intersectionality; STEM Education; Cultural Pluralism; Cultural Influences; Self Concept; Racial Identification; Stereotypes; Student Needs; Peer Relationship; Nigeria; United States + Suchen Sie Ihr Suchwort? Ausland; Black person; Schwarzer; Immigrant; Immigrantin; Immigranten; Weibliches Geschlecht; Collegestudent; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Studienerfahrung; STEM; Kulturpluralismus; Cultural influence; Kultureinfluss; Selbstkonzept; Klischee; Peer-Beziehungen; USA
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01