Creating a World for Me: Students of Color Navigating STEM Identity

Autor/in	Jones, Tyanez C.
Titel	Creating a World for Me: Students of Color Navigating STEM Identity
Quelle	In: Journal of Negro Education, 88 (2019) 3, S.358-378 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	Minority Group Students; STEM Education; Identification (Psychology); Student Attitudes; Student Experience; Cultural Influences; Academic Achievement; Undergraduate Students; Self Concept; Social Influences; Handheld Devices; Social Media; Telecommunications; Hispanic American Students; African American Students; Classroom Environment; Racial Identification; Ethnicity; Student Participation; Academic Persistence; Family Influence; Stereotypes + Suchen Sie Ihr Suchwort? STEM; Schülerverhalten; Studienerfahrung; Cultural influence; Kultureinfluss; Schulleistung; Selbstkonzept; Sozialer Einfluss; Soziale Medien; Telekommunikationstechnik; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Klassenklima; Unterrichtsklima; Ethnizität; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Klischee
Abstract	Undergraduate students of color (SoC) struggle to negotiate STEM experiences, which becomes a barrier to shaping identity and academic success. A qualitative research study was designed using a created figured worlds (FW) to observe how SoC used language to engage in activities for understanding and negotiating identities. Multiple frameworks was used to highlight the lived experiences of SoC in STEM including identity theory, FW, and intersectionality. Identity in FW demands consideration be given to the space, community, and present structures where identity work is produced. In this research SoC created ideas for new cultural models and built solidarity using multimodal communication. Twitter was useful for co-constructing ideas for new cultural models and critical for gaining agency for navigating STEM. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01