Abstract

At the most basic level of human existence is the need to feel like one belongs. Sense of belonging is correlated with a person's motivation, drive, behavior, and identity. Research suggests institutions of higher education do much to foster students' sense of belonging and create positive learning environments in which faculty use their potential to influence student learning, motivation, and belonging. This paper uses Critical Race Theory (CRT) to examine the problems of student attrition, lack of persistence, and lack of a sense of belonging among marginalized populations undergoing science, technology, engineering, mathematics (STEM) education within U.S. institutions of higher education. Using constructs and tenets of CRT, this paper specifically explores how race and racism in post-secondary STEM education exacerbate the problem while using contextual factors as a guide. Researchers and practitioners alike can use this critical analysis to support current and future work in understanding how educational programs are socially constructed in a way that historically excludes marginalized persons.

摘要

在人类存在的最基本层面上，需要有归属感。归属感与一个人的动机、动力、行为和身份相关。研究表明，高等教育机构在培养学生的归属感和创造积极的学习环境方面做了很多工作，教师可以利用他们的潜力来影响学生的学习、动机和归属感。本文使用批判种族理论 (CRT) 来研究在美国高等教育机构中接受科学、技术、工程、数学 (STEM) 教育的边缘化人群中学生流失、缺乏坚持和缺乏归属感的问题。使用 CRT 的结构和原则，本文专门探讨了中学后 STEM 教育中的种族和种族主义如何在以情境因素为指导的情况下加剧问题。研究人员和从业者都可以使用这种批判性分析来支持当前和未来的工作，以了解教育计划是如何以历史上排斥边缘化人群的方式在社会上构建的。