Black Queer Students’ Counter-Stories of Invisibility in Undergraduate STEM as a White, Cisheteropatriarchal Space

IF 3.5 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Luis A. Leyva, R. McNeill, B. Balmer, Brittany L. Marshall, V. E. King, Zander Alley
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引用次数: 10

Abstract

Black queer undergraduates experience invisibility at the juncture of anti-Black racism and cisheteropatriarchy in their campus environments. With the absence of research on queer students of color in undergraduate STEM, it has been unexplored how Black queer invisibility is reinforced and disrupted in uniquely racialized and cisheteronormative STEM spaces. Drawing on Black queer studies and a proposed framework of STEM education as a White, cisheteropatriarchal space, our study addresses this research gap by exploring four Black queer students’ experiences of oppression and agency in navigating invisibility as STEM majors. A counter-storytelling analysis reveals how curricular erasure and within-group peer tensions shaped variation in undergraduate Black queer students’ STEM experiences of invisibility. Findings inform implications for education research, practice, and policy.
黑人酷儿学生在一个白人、异性恋父权制空间的本科STEM中隐形的反故事
在校园环境中,黑人酷儿大学生在反黑人种族主义和异性恋父权制的夹击下经历了隐形。由于缺乏对本科STEM中有色人种酷儿学生的研究,因此尚未探讨黑人酷儿的不可见性如何在独特的种族化和非异性恋规范的STEM空间中得到加强和破坏。根据黑人酷儿研究和STEM教育作为白人、异性恋父权制空间的拟议框架,我们的研究通过探索四名黑人酷儿学生作为STEM专业学生在导航隐形方面的压迫和代理经历,解决了这一研究空白。一项反叙事分析揭示了课程消除和群体内同伴关系紧张如何影响黑人酷儿大学生在STEM领域的隐形体验。研究结果为教育研究、实践和政策提供了启示。
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来源期刊
American Educational Research Journal
American Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.70
自引率
0.00%
发文量
19
期刊介绍: The American Educational Research Journal (AERJ) is the flagship journal of the American Educational Research Association, featuring articles that advance the empirical, theoretical, and methodological understanding of education and learning. It publishes original peer-reviewed analyses that span the field of education research across all subfields and disciplines and all levels of analysis. It also encourages submissions across all levels of education throughout the life span and all forms of learning. AERJ welcomes submissions of the highest quality, reflecting a wide range of perspectives, topics, contexts, and methods, including interdisciplinary and multidisciplinary work.
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