In this chapter, we argue that intersectionality is a theoretical and methodological framework by which education researchers can critically examine why and how students in STEM fields who are members of intersecting marginalized groups have distinctive experiences related to their social identities, other psychological processes, and educational outcomes. Taken separately, the bodies of education research focused on the experiences of Black students and female students in STEM fields often render Black women and girls “hidden figures” in that they have not sufficiently addressed their simultaneous racialized and gendered experiences in educational contexts. Additionally, we find that the current discourse on intersectionality is limited in that it does not attend to key psychological processes associated with identity and the intersectional experience in STEM education. We take a theoretical and methodological approach to examining intersectionality in STEM education and provide a new interpretation of the literature on Black women and girls in this social context. A synthesis of (N = 60) research studies revealed that (1) identity; (2) STEM interest, confidence, and persistence; (3) achievement, ability perceptions, and attributions; and (4) socializers and support systems are key themes within the experiences of Black women and girls in STEM education. Our analysis also highlights the ways that researchers have employed intersectionality to make the experiences of Black women and girls in STEM education more visible, or “unhidden.” We discuss these findings from a psychological perspective and provide insights to guide future research and practice directions in STEM education.

中文翻译：

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(Un)Hidden Figures: 对黑人妇女和女童在 STEM 教育中的交叉经历的综合研究

在本章中，我们认为交叉性是一个理论和方法论框架，教育研究人员可以通过它批判性地研究 STEM 领域中交叉边缘化群体的学生为什么以及如何拥有与他们的社会身份、其他心理过程和教育相关的独特经历。结果。单独来看，关注黑人学生和女学生在 STEM 领域的经历的教育研究机构经常将黑人妇女和女孩视为“隐藏人物”，因为他们没有充分解决他们在教育环境中同时发生的种族化和性别化经历。此外，我们发现当前关于交叉性的论述是有限的，因为它没有关注与身份和 STEM 教育中的交叉经验相关的关键心理过程。我们采用理论和方法论的方法来检验 STEM 教育中的交叉性，并在这种社会背景下对有关黑人妇女和女童的文献提供新的解释。综合 (N = 60) 研究表明 (1) 身份；(2) STEM 兴趣、信心和坚持；(3) 成就、能力认知和归因；(4) 社交者和支持系统是黑人妇女和女童在 STEM 教育中体验的关键主题。我们的分析还强调了研究人员利用交叉性使黑人妇女和女童在 STEM 教育中的经历更加明显或“不隐藏”的方式。我们从心理学的角度讨论这些发现，并提供见解以指导 STEM 教育的未来研究和实践方向。