(Un)Hidden Figures: A Synthesis of Research Examining the Intersectional Experiences of Black Women and Girls in STEM Education

IF 2.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
D. Ireland, K. Freeman, Cynthia E. Winston-Proctor, Kendra D. DeLaine, Stacey McDonald Lowe, K. M. Woodson
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引用次数: 144

Abstract

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.
(Un)隐藏的数字:研究黑人妇女和女孩在STEM教育中的跨部门经历的综合
在本章中,我们认为交叉性是一个理论和方法论框架,通过该框架,教育研究人员可以批判性地研究STEM领域中属于交叉边缘化群体的学生为什么以及如何拥有与其社会身份、其他心理过程和教育结果相关的独特经历。单独来看,专注于黑人学生和女学生在STEM领域经历的教育研究机构往往使黑人妇女和女孩成为“隐藏人物”,因为她们没有充分解决她们在教育背景下同时存在的种族化和性别化经历。此外,我们发现,目前关于交叉性的讨论是有限的,因为它没有关注与STEM教育中的身份和交叉体验相关的关键心理过程。我们采用理论和方法论的方法来研究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孩的文献进行了新的解释。综合(N=60)项研究表明:(1)同一性;(2) STEM兴趣、信心和毅力;(3) 成就、能力认知和归因;以及(4)社交和支持系统是黑人妇女和女孩在STEM教育中经历的关键主题。我们的分析还强调了研究人员如何利用交叉性,使黑人妇女和女孩在STEM教育中的经历更加明显或“隐藏”。我们从心理学的角度讨论了这些发现,并提供了指导未来STEM教育研究和实践方向的见解。
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来源期刊
Review of Research in Education
Review of Research in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
15.70
自引率
0.00%
发文量
14
期刊介绍: Review of Research in Education (RRE), published annually since 1973 (approximately 416 pp./volume year), provides an overview and descriptive analysis of selected topics of relevant research literature through critical and synthesizing essays. Articles are usually solicited for specific RRE issues. There may also be calls for papers. RRE promotes discussion and controversy about research problems in addition to pulling together and summarizing the work in a field.
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