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The Experiences of Black and Latinx Graduate Students in STEM: A Critical Race Perspective.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Experiences of Black and Latinx Graduate Students in STEM: A Critical Race Perspective./
Author:	Campos, Nancy.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	220 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-04, Section: A.
Contained By:	Dissertations Abstracts International82-04A.
Subject:	Educational sociology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28086988
ISBN:	9798672197197

The Experiences of Black and Latinx Graduate Students in STEM: A Critical Race Perspective.
Campos, Nancy.

The Experiences of Black and Latinx Graduate Students in STEM: A Critical Race Perspective. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 220 p.

Source: Dissertations Abstracts International, Volume: 82-04, Section: A.

Thesis (Ph.D.)--State University of New York at Buffalo, 2020.

This item must not be sold to any third party vendors.

Students of color pursuing STEM undergraduate degrees show higher aspirations to continue on to graduate school, but are less likely to do so than their counterparts. As students move on from undergraduate to graduate education, racial disparities become more pronounced with less students of color found at both the master's and Ph.D. levels. Previous work focuses on the perceived deficits of students, rather than on the systemic racism embedded in STEM that leads to the exclusion of Black, Indigenous and people of color (BIPOC). To get a better understanding of how racism affects the experiences and pathways of students of color in STEM, I conducted in-depth interviews and a focus group with 31 Black and Latinx students in STEM master's and Ph.D. programs. Using critical race theory, socialization theory, and an anti-deficit framework, findings showed that: 1. Black and Latinx students benefit greatly from support programs geared to STEM students of color because they provide alternative ways for students to access the resources, opportunities and networks that help students build strong science identities and affirm their social identities leading them to enroll in graduate school; 2. Stereotype threat is exacerbated by Black and Latinx students' experiences with racist and sexist microaggressions in graduate school from faculty and peers, and students respond by resisting assimilation into the dominant STEM culture and creating counter-narratives to negative stereotypes while continuing to affirm their racial and ethnic identities; 3. The ideology of universalism in STEM promotes colorblindness that erases the experiences of Black and Latinx students and creates tension in departments, leaving students with a lack of peer support and a heavier reliance on faculty for successful socialization into the STEM academic community. Overall, this research study adds to the conversation on STEM education and diversity in STEM, and offers a different perspective that refocuses attention on structural changes that benefit aspiring scientists and engineers from historically underrepresented backgrounds.

ISBN: 9798672197197Subjects--Topical Terms:

519608
Educational sociology.
Subjects--Index Terms:

Critical race theory

The Experiences of Black and Latinx Graduate Students in STEM: A Critical Race Perspective.
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245 1 4 $a The Experiences of Black and Latinx Graduate Students in STEM: A Critical Race Perspective.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 220 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-04, Section: A.
500 $a Advisor: Weis, Lois.
502 $a Thesis (Ph.D.)--State University of New York at Buffalo, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a Students of color pursuing STEM undergraduate degrees show higher aspirations to continue on to graduate school, but are less likely to do so than their counterparts. As students move on from undergraduate to graduate education, racial disparities become more pronounced with less students of color found at both the master's and Ph.D. levels. Previous work focuses on the perceived deficits of students, rather than on the systemic racism embedded in STEM that leads to the exclusion of Black, Indigenous and people of color (BIPOC). To get a better understanding of how racism affects the experiences and pathways of students of color in STEM, I conducted in-depth interviews and a focus group with 31 Black and Latinx students in STEM master's and Ph.D. programs. Using critical race theory, socialization theory, and an anti-deficit framework, findings showed that: 1. Black and Latinx students benefit greatly from support programs geared to STEM students of color because they provide alternative ways for students to access the resources, opportunities and networks that help students build strong science identities and affirm their social identities leading them to enroll in graduate school; 2. Stereotype threat is exacerbated by Black and Latinx students' experiences with racist and sexist microaggressions in graduate school from faculty and peers, and students respond by resisting assimilation into the dominant STEM culture and creating counter-narratives to negative stereotypes while continuing to affirm their racial and ethnic identities; 3. The ideology of universalism in STEM promotes colorblindness that erases the experiences of Black and Latinx students and creates tension in departments, leaving students with a lack of peer support and a heavier reliance on faculty for successful socialization into the STEM academic community. Overall, this research study adds to the conversation on STEM education and diversity in STEM, and offers a different perspective that refocuses attention on structural changes that benefit aspiring scientists and engineers from historically underrepresented backgrounds.
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710 2 $a State University of New York at Buffalo. $b Educational Leadership and Policy. $3 2098824
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