The Salience of Identity in the Academic Success of Black STEM Students and Professionals

Autor/inn/en	Norman, Obed; Pinder, Patrice J.; Shelley, Mack Clayton, II; Harven, Aletha; Nkusi, Maurice
Titel	The Salience of Identity in the Academic Success of Black STEM Students and Professionals
Quelle	10 (2021) 1-4, S.1-16 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-7692
Schlagwörter	STEM Education; African Americans; Racial Bias; Self Concept; Professional Identity; Student Attitudes; Teacher Attitudes; Outcomes of Education; Academic Achievement; Academic Aspiration; Occupational Aspiration; Disproportionate Representation; Disadvantaged; African American Students; Educational Experience; Work Environment; Race; Critical Theory; Longitudinal Studies; National Surveys; Stereotypes; Intervention; National Longitudinal Survey of Youth + Suchen Sie Ihr Suchwort? STEM; Afroamerikaner; Racial discrimination; Rassismus; Selbstkonzept; Schülerverhalten; Lehrerverhalten; Lernleistung; Schulerfolg; Schulleistung; Berufsneigung; Berufsziel; African Americans; Student; Students; Schüler; Schülerin; Studentin; Bildungserfahrung; Arbeitsmilieu; Rasse; Abstammung; Kritische Theorie; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Klischee
Abstract	This paper contains historical views and will demonstrate how issues related to identity impact the stigmatization and marginalizing that underlie the underrepresentation of Black people in the STEM fields. In this paper, identity is defined within the educational context and a framework is provided for exploring how STEM students and professionals author and perceive their own identities in relation to their educational and professional aspirations. This paper will also demonstrate how these authored identities are impacted by those with whom they share the STEM learning and work environments. The authors will present their own data to further demonstrate how a focus on STEM identity development results in significantly enhanced STEM academic outcomes for Black students. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01