View in EDS HTML Full Text PDF Full Text

Master Narratives and Resistance Narratives: How Women of Color on Community College STEM Education Pathways Push Back.

Saved in:
Bibliographic Details
Title: Master Narratives and Resistance Narratives: How Women of Color on Community College STEM Education Pathways Push Back.
Authors: Choi, Yoon Ha1 (AUTHOR) yhchoi@digitalpromise.org
Source: Community College Review. Jul2024, Vol. 52 Issue 3, p263-288. 26p.
Subject Terms: *STEM education, *Community colleges, *Higher education, *Community college students, Women of color
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. [ABSTRACT FROM AUTHOR]
Copyright of Community College Review is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 177518516
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Master Narratives and Resistance Narratives: How Women of Color on Community College STEM Education Pathways Push Back.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Choi%2C+Yoon+Ha%22">Choi, Yoon Ha</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> yhchoi@digitalpromise.org</i>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Community+College+Review%22">Community College Review</searchLink>. Jul2024, Vol. 52 Issue 3, p263-288. 26p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22STEM+education%22">STEM education</searchLink><br />*<searchLink fieldCode="DE" term="%22Community+colleges%22">Community colleges</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Community+college+students%22">Community college students</searchLink><br /><searchLink fieldCode="DE" term="%22Women+of+color%22">Women of color</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Community College Review is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=177518516
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/00915521241238746
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 26
        StartPage: 263
    Subjects:
      – SubjectFull: STEM education
        Type: general
      – SubjectFull: Community colleges
        Type: general
      – SubjectFull: Higher education
        Type: general
      – SubjectFull: Community college students
        Type: general
      – SubjectFull: Women of color
        Type: general
    Titles:
      – TitleFull: Master Narratives and Resistance Narratives: How Women of Color on Community College STEM Education Pathways Push Back.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Choi, Yoon Ha
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 07
              Text: Jul2024
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 00915521
          Numbering:
            – Type: volume
              Value: 52
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Community College Review
              Type: main
ResultId 1