While prior scholarship addresses Black women’s race and gender identity as risk factors that are the onset of hardship and oppression they experienced in STEM education, this study uncovers an alternative. Using PVEST (Phenomenological Variant Ecological Systems Theory), the authors demonstrate a group of Black women named and conceptualized their identity as “Black woman” to be a positive and protective factor for their STEM engagement.
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The authors call for biology faculty to move towards a more iterative, evidence based approach to teaching, but note that a key challenge is convincing many faculty to change the way they teach.
While analyzing the teaching in a biology course, Seidel and colleagues hypothesize that using different kinds of “non-content talk” can increase engagement and buy-in as well as mitigate stereotype threat and decrease the perceived distance between students and instructor.
Most black female adolescents in student surveys define racism as centered on prejeduce, discrimination, and different treatment; most experiences girls described regarding racism in school illustrated issues of prejudice, discrimination, and differential treatment as well as stereotypes, labels and low teacher expectations.
Through an extensive literature review (n=62), the authors identify three interrelated themes that contribute to Black women’s and girl’s persistence in the P-20 mathematics pipeline: structural disruptions, community influences, and resilience strategies. They also discuss a future research agenda based around new questions, paradigms, and ways of examining the experiences of Black women and girls in mathematics that could inform policy for increasing the persistence of Black women and girls in mathematics.
After a systematic review of STEM bridge programs (summer programs designed to help transition students into college), the authors identify 14 distinct bridge program goals. These goals can be organized into three categories: academic success goals, psychosocial goals, and department-level goals. The authors also provide a set of recommendations for building better bridge programs.
Research mentor training (RMT), based on the published Entering Mentoring curricula series, has been shown to improve the knowledge and skills of research mentors across career stages, as self-reported by both the mentors engaged in training and their mentees.