Background
It is well-documented that experiences in STEM courses for women and students of color are different from the experiences of White men. As part of a larger interview study, 183 college seniors from diverse gender and race backgrounds were asked their thoughts on whether the experience of being a STEM major was different for people of different races and genders. We use a framework of “science as White property”, derived from critical race theory, to frame this study and results.

Results
White men were largely unaware of any impact of race or gender. In contrast, women of color overwhelmingly report, consistent with results from a large body of prior research, that both race and gender impact their experiences as STEM majors. Students who acknowledged race and gender impacts did not always attribute these impacts to cultural or systemic factors (i.e., some reported women are underrepresented because they are less interested in STEM rather than a structural reason). Impacts identified that were attributable to systemic factors included impacts related to being a demographic minority (i.e., intimidation, feeling out of place, feeling pressure to work harder) and/or discrimination (i.e., job discrimination, bias against women or people of color and cultural assumptions implying the superiority of White people and men). A small number of students (mostly White women) stated that women or people of color benefit from their underrepresented status, often attributing this benefit to a perception of extra encouragement and opportunities. A common theme across categorizations was that women and students of color work harder than men and White people either because they are perceived to be harder workers or as a response to the sexism and racism they encounter.

Conclusions
We found that White men are largely unaware of the impacts of race or gender on the pursuit of a STEM degree. Additionally, with the exception of women of color, students are less likely to perceive race as having an impact on the experiences of students than gender. We conclude with a discussion of implications for future work related to gender and race representation in STEM.



中文翻译：

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大学生对STEM中白人和男性特权的认识

背景资料
有据可查的是，针对有色女性和有色学生的STEM课程的体验与白人的体验不同。作为一项较大的访谈研究的一部分，向183名来自不同性别和种族背景的大四学生询问了他们对于担任STEM专业的经历对于不同种族和性别的人是否有所不同的想法。我们使用源自批判种族理论的“科学作为白色财产”的框架来构架这项研究和结果。

结果
白人基本上不知道种族或性别的影响。相反，与大量先前研究的结果一致，有色女性报告说，种族和性别都会影响她们担任STEM专业的经历。承认种族和性别影响的学生并不总是将这些影响归因于文化或系统性因素（即，一些报告的妇女任职人数不足，因为他们对STEM的兴趣较小，而不是结构性原因）。确定的可归因于系统性因素的影响包括与人口少数群体有关的影响（即，恐吓，感觉失落，感到需要更努力地工作的压力）和/或歧视（例如，工作歧视，对妇女或有色人种的偏见以及暗示白人和男人优越的文化假设）。少数学生（大多数是白人妇女）表示，妇女或有色人种得益于其代表性不足的地位，通常将这种利益归因于对额外鼓励和机会的感知。跨类别的一个共同主题是，有色女人和有色学生的工作比男人和白人更加努力，这是因为他们被认为是更努力的工作，或者是对遇到的性别歧视和种族主义的回应。

结论
我们发现白人基本上不了解种族或性别对追求STEM学位的影响。此外，除了有色人种以外，与性别相比，学生不太可能将种族视为对学生体验的影响。最后，我们讨论了对STEM中性别和种族代表相关的未来工作的影响。