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“If you aren’t White, Asian or Indian, you aren’t an engineer”: racial microaggressions in STEM education
International Journal of Stem Education ( IF 6.7 ) Pub Date : 2020-09-14 , DOI: 10.1186/s40594-020-00241-4 Meggan J. Lee , Jasmine D. Collins , Stacy Anne Harwood , Ruby Mendenhall , Margaret Browne Huntt
International Journal of Stem Education ( IF 6.7 ) Pub Date : 2020-09-14 , DOI: 10.1186/s40594-020-00241-4 Meggan J. Lee , Jasmine D. Collins , Stacy Anne Harwood , Ruby Mendenhall , Margaret Browne Huntt
Background
Race and gender disparities remain a challenge in science, technology, engineering, and mathematics (STEM) education. We introduce campus racial climate as a framework for conceptualizing the role of racial microaggressions (RMAs) as a contributing factor to the lack of representation of domestic students of color in STEM programs on college campuses. We analyze the experiences of students of color in STEM majors who have faced RMAs at the campus, academic, and peer levels. We draw from an online survey of more than 4800 students of color attending a large public university in the USA. The STEM major subsample is made up of 1688 students of color. The study estimates a series of Poisson regressions to examine whether one’s race, gender, or class year can be used to predict the likelihood of the regular occurrence of microaggressions. We also use interview data to further understand the challenges faced by STEM students of color.
Results
The quantitative and qualitative data suggest that RMAs are not isolated incidents but are ingrained in the campus culture, including interactions with STEM instructors and advisers and with peers. Students of color experience RMAs at all three levels, but Black students in the STEM majors are more likely to experience RMAs than other students of color in the sample.
Conclusions
Our study demonstrates the need for campus officials, academic professionals, faculty members, and students to work together to address racism at the campus, academic, and peer levels. Additionally, STEM departments must address the impacts of the larger racial campus culture on their classrooms, as well as how departmental culture reinforces racial hostility in academic settings. Finally, our findings reveal the continued presence of anti-Black racism in higher education.
中文翻译:
“如果您不是白人,亚洲人或印度人,那么您不是工程师”:STEM教育中的种族微侵略
背景
种族和性别差异仍然是科学,技术,工程学和数学(STEM)教育中的挑战。我们将校园种族气候引入框架,以概念化种族微侵略(RMA)的作用,而种族微侵略是导致国内有色学生在大学校园内STEM计划中缺乏代表性的一个因素。我们分析了STEM专业的有色学生在校园,学术和同级中面临RMA的经历。我们从对美国一所大型公立大学就读的4800多名有色学生的在线调查中得出。STEM主要子样本由1688名有色学生组成。这项研究估计了一系列的Poisson回归,以检验一个人的种族,性别或上课年份是否可以用来预测经常发生微侵略的可能性。
结果
定量和定性数据表明,RMA不是孤立的事件,而是根植于校园文化中,包括与STEM讲师和顾问以及与同伴的互动。有色学生在所有三个级别上都经历过RMA,但是与样本中的其他有色学生相比,STEM专业中的黑人学生更有可能经历RMA。
结论
我们的研究表明,校园官员,学术专业人士,教职员工和学生需要共同努力,以解决校园,学术和同伴级别的种族主义问题。此外,STEM部门必须解决较大的种族校园文化对其教室的影响,以及部门文化如何增强学术环境中的种族敌对情绪。最后,我们的发现揭示了高等教育中反黑人种族主义的持续存在。
更新日期:2020-09-14
Race and gender disparities remain a challenge in science, technology, engineering, and mathematics (STEM) education. We introduce campus racial climate as a framework for conceptualizing the role of racial microaggressions (RMAs) as a contributing factor to the lack of representation of domestic students of color in STEM programs on college campuses. We analyze the experiences of students of color in STEM majors who have faced RMAs at the campus, academic, and peer levels. We draw from an online survey of more than 4800 students of color attending a large public university in the USA. The STEM major subsample is made up of 1688 students of color. The study estimates a series of Poisson regressions to examine whether one’s race, gender, or class year can be used to predict the likelihood of the regular occurrence of microaggressions. We also use interview data to further understand the challenges faced by STEM students of color.
Results
The quantitative and qualitative data suggest that RMAs are not isolated incidents but are ingrained in the campus culture, including interactions with STEM instructors and advisers and with peers. Students of color experience RMAs at all three levels, but Black students in the STEM majors are more likely to experience RMAs than other students of color in the sample.
Conclusions
Our study demonstrates the need for campus officials, academic professionals, faculty members, and students to work together to address racism at the campus, academic, and peer levels. Additionally, STEM departments must address the impacts of the larger racial campus culture on their classrooms, as well as how departmental culture reinforces racial hostility in academic settings. Finally, our findings reveal the continued presence of anti-Black racism in higher education.
中文翻译:
“如果您不是白人,亚洲人或印度人,那么您不是工程师”:STEM教育中的种族微侵略
背景
种族和性别差异仍然是科学,技术,工程学和数学(STEM)教育中的挑战。我们将校园种族气候引入框架,以概念化种族微侵略(RMA)的作用,而种族微侵略是导致国内有色学生在大学校园内STEM计划中缺乏代表性的一个因素。我们分析了STEM专业的有色学生在校园,学术和同级中面临RMA的经历。我们从对美国一所大型公立大学就读的4800多名有色学生的在线调查中得出。STEM主要子样本由1688名有色学生组成。这项研究估计了一系列的Poisson回归,以检验一个人的种族,性别或上课年份是否可以用来预测经常发生微侵略的可能性。
结果
定量和定性数据表明,RMA不是孤立的事件,而是根植于校园文化中,包括与STEM讲师和顾问以及与同伴的互动。有色学生在所有三个级别上都经历过RMA,但是与样本中的其他有色学生相比,STEM专业中的黑人学生更有可能经历RMA。
结论
我们的研究表明,校园官员,学术专业人士,教职员工和学生需要共同努力,以解决校园,学术和同伴级别的种族主义问题。此外,STEM部门必须解决较大的种族校园文化对其教室的影响,以及部门文化如何增强学术环境中的种族敌对情绪。最后,我们的发现揭示了高等教育中反黑人种族主义的持续存在。