Interrogating Structural Racism in STEM Higher Education

Autor/in	McGee, Ebony Omotola
Titel	Interrogating Structural Racism in STEM Higher Education
Quelle	In: Educational Researcher, 49 (2020) 9, S.633-644 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X20972718
Schlagwörter	STEM Education; Racial Bias; Higher Education; Equal Education; Racial Discrimination; Social Attitudes; Educational Policy; Values; Educational Resources; Disproportionate Representation; Minority Group Students; African American Students; Doctoral Students; College Environment; Employers; Mentors; Diversity; Departments + Suchen Sie Ihr Suchwort? STEM; Racial discrimination; Rassismus; Hochschulbildung; Hochschulsystem; Hochschulwesen; Racial bias; Social attidude; Soziale Einstellung; Politics of education; Bildungspolitik; Wertbegriff; Bildungsmittel; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Doctoral studies; Doctorate studies; Doctoral candidate; Doktorandenprogramm; Doktorand; Doktorandin; Hochschulumwelt; Department; Abteilung
Abstract	The racialized structure of STEM (science, technology, engineering, mathematics) higher education maintains gross inequities that are illustrative of structural racism, which both informs and is reinforced by discriminatory beliefs, policies, values, and distribution of resources. Thus, an examination into structural racism in STEM is needed to expose the marginalization of underrepresented groups in STEM and to improve understanding of the STEM policies, practices, and procedures that allow the foundation of racism to remain intact. I argue that, even at the top of the education hierarchy, Black STEM doctorate students and PhD degree holders consistently endure the racist residue of higher education institutions and STEM employers. Thus, this manuscript also discusses how universities institutionalize diversity mentoring programs designed mostly to fix (read "assimilate") underrepresented students of color while ignoring or minimizing the role of the STEM departments in creating racially hostile work and educational spaces. I argue that, without a critical examination of the structural racism omnipresent in the STEM, progress in racially diversifying STEM will continue at a snail's pace. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01