The lagging behind of underrepresented minority (URM) students in higher education, and particularly in the STEM fields, is well documented. In this paper we draw on critical race theory in education to frame and present counter-narratives of URM students in STEM fields, to explicate the function of the interactions that occur between these students and their (mostly White) instructors and peers. Focus group interviews with URM students (and staff) at a STEM focused college identify three ways in which White privilege is enacted through these interactions: in group projects; in cheating accusations; and in the grading process. Our participants illuminate particular manifestations of White privilege in STEM classrooms and on campus, and we place these within the context of “colorblind” changes in higher education in the U.S.

中文翻译：

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“没人愿意相信”：STEM 重点大学中白人特权的表现

在高等教育中，特别是在 STEM 领域，代表性不足的少数族裔 (URM) 学生的落后是有据可查的。在本文中，我们利用教育中的批判种族理论来构建和呈现 STEM 领域 URM 学生的反叙事，以解释这些学生与他们（主要是白人）教师和同伴之间发生的互动的功能。对 STEM 重点大学的 URM 学生（和教职员工）进行的焦点小组访谈确定了白人特权通过这些互动制定的三种方式：在小组项目中；在作弊指控中；并且在评分过程中。我们的参与者阐明了 STEM 教室和校园中白人特权的特殊表现，我们将这些表现置于美国高等教育“色盲”变化的背景下