The Troubled Success of Black Women in STEM
Bibliographic Data
| ID | 23319151 |
|---|---|
| Authors | Ebony O Mcgee (0000-0002-0499-2620, Vanderbilt University, corresponding author), Lydia Bentley (Vanderbilt University) |
| Year | 2017 |
| Volume | 35 |
| Issue | 4 |
| Pages | 265-289 |
| Publication date | 2017-10-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Cognition and Instruction (JOURNAL) |
| Journal identifiers | ISSN: 0737-0008 • E-ISSN: 1532-690X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/07370008.2017.1355211 |
| OpenAlex | W2743846575 |
| Language | EN |
| Citations received | 97 |
| References cited | 54 |
We examine the experiences of 3 high-achieving Black undergraduate and graduate women in science, technology, engineering, and mathematics (STEM). Our findings reveal that structural racism, sexism, and race-gender bias were salient in the women's STEM settings. These experiences were sources of strain, which the women dealt with in ways that demonstrate both resilience and trauma. We discuss how their experiences might motivate institutions to offer support for high-achieving students who sometimes face risks from multiple sources.
Black women · Face (sociological concept) · Graduate students · Intersectionality · Mathematics education · Pedagogy · Psychological resilience · Race (biology) · Racism · Salient · Social science · Sociology · Career Development and Diversity · Computer Science · Gender Studies · Higher Education Research Studies · Mentoring and Academic Development · Psychology · Social Psychology
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Devalued Black and Latino Racial Identities
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Against the Dark
Achieving Despite the Odds
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Playing the Game and Paying the Price
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| Unique citing works | 97 |
|---|---|
| Citations per year | 12,13 |
| Citation span | 2018 - 2026 (9) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 91 |