{"title":"主叙事与反抗叙事:社区学院 STEM 教育路径上的有色人种女性如何反击","authors":"Yoon Ha Choi","doi":"10.1177/00915521241238746","DOIUrl":null,"url":null,"abstract":"Objective/Research Question: Master narratives, as theorized using a critical race perspective, are stories of the majority that function to obscure and normalize the oppressive operation of power in society. Counternarratives are the stories of minoritized individuals which expose and challenge the stories of the majority. This study examined master and counternarratives in STEM to uncover taken-for-granted power dynamics and hierarchies that systemically exclude and minoritize women of color on community college STEM education pathways. Methods: Narrative interviews were conducted with 12 women of color who were current or former community college STEM students. These interviews were analyzed according to the sensibilities of feminist narrative methodology. Results: Analysis of narratives resulted in three resistance narratives, or the different ways participants made sense of and pushed back against master narratives regarding what it means to be a woman of color in STEM. The three resistance narratives identified were: (1) taking action with the support of others, (2) connecting to something greater than oneself, and (3) redefining one’s identity and goals. Conclusions/Contributions: Attending to individual resistance narratives can unveil harmful master narratives in STEM that hinder the participation and success of diverse individuals. This study urges STEM researchers and practitioners to look beyond blaming individuals for “failing” to fit into the status quo of STEM and to devise solutions that will disrupt oppressive norms and practices that become normalized through unexamined master narratives in STEM.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.7000,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Master Narratives and Resistance Narratives: How Women of Color on Community College STEM Education Pathways Push Back\",\"authors\":\"Yoon Ha Choi\",\"doi\":\"10.1177/00915521241238746\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Objective/Research Question: Master narratives, as theorized using a critical race perspective, are stories of the majority that function to obscure and normalize the oppressive operation of power in society. Counternarratives are the stories of minoritized individuals which expose and challenge the stories of the majority. This study examined master and counternarratives in STEM to uncover taken-for-granted power dynamics and hierarchies that systemically exclude and minoritize women of color on community college STEM education pathways. Methods: Narrative interviews were conducted with 12 women of color who were current or former community college STEM students. These interviews were analyzed according to the sensibilities of feminist narrative methodology. Results: Analysis of narratives resulted in three resistance narratives, or the different ways participants made sense of and pushed back against master narratives regarding what it means to be a woman of color in STEM. The three resistance narratives identified were: (1) taking action with the support of others, (2) connecting to something greater than oneself, and (3) redefining one’s identity and goals. Conclusions/Contributions: Attending to individual resistance narratives can unveil harmful master narratives in STEM that hinder the participation and success of diverse individuals. This study urges STEM researchers and practitioners to look beyond blaming individuals for “failing” to fit into the status quo of STEM and to devise solutions that will disrupt oppressive norms and practices that become normalized through unexamined master narratives in STEM.\",\"PeriodicalId\":46564,\"journal\":{\"name\":\"Community College Review\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.7000,\"publicationDate\":\"2024-03-14\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Community College Review\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/00915521241238746\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Community College Review","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/00915521241238746","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Master Narratives and Resistance Narratives: How Women of Color on Community College STEM Education Pathways Push Back
Objective/Research Question: Master narratives, as theorized using a critical race perspective, are stories of the majority that function to obscure and normalize the oppressive operation of power in society. Counternarratives are the stories of minoritized individuals which expose and challenge the stories of the majority. This study examined master and counternarratives in STEM to uncover taken-for-granted power dynamics and hierarchies that systemically exclude and minoritize women of color on community college STEM education pathways. Methods: Narrative interviews were conducted with 12 women of color who were current or former community college STEM students. These interviews were analyzed according to the sensibilities of feminist narrative methodology. Results: Analysis of narratives resulted in three resistance narratives, or the different ways participants made sense of and pushed back against master narratives regarding what it means to be a woman of color in STEM. The three resistance narratives identified were: (1) taking action with the support of others, (2) connecting to something greater than oneself, and (3) redefining one’s identity and goals. Conclusions/Contributions: Attending to individual resistance narratives can unveil harmful master narratives in STEM that hinder the participation and success of diverse individuals. This study urges STEM researchers and practitioners to look beyond blaming individuals for “failing” to fit into the status quo of STEM and to devise solutions that will disrupt oppressive norms and practices that become normalized through unexamined master narratives in STEM.
期刊介绍:
The Community College Review (CCR) has led the nation for over 35 years in the publication of scholarly, peer-reviewed research and commentary on community colleges. CCR welcomes manuscripts dealing with all aspects of community college administration, education, and policy, both within the American higher education system as well as within the higher education systems of other countries that have similar tertiary institutions. All submitted manuscripts undergo a blind review. When manuscripts are not accepted for publication, we offer suggestions for how they might be revised. The ultimate intent is to further discourse about community colleges, their students, and the educators and administrators who work within these institutions.