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Undergraduates' Awareness of White and Male Privilege in STEM

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Title: Undergraduates' Awareness of White and Male Privilege in STEM
Language: English
Authors: Dancy, Melissa (ORCID 0000-0002-2778-5915), Rainey, Katherine, Stearns, Elizabeth, Mickelson, Roslyn, Moller, Stephanie
Source: International Journal of STEM Education. 2020 7.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 17
Publication Date: 2020
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: DUE0969286
DRL1420363
DRL1420350
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Students, Racial Attitudes, Racial Bias, Racial Differences, Gender Differences, STEM Education, Majors (Students), Attribution Theory, Racial Discrimination, Gender Discrimination, Disproportionate Representation, Student Experience
DOI: 10.1186/s40594-020-00250-3
ISSN: 2196-7822
Abstract: It is well-documented that experiences in STEM courses for women and students of color are different from the experiences of White men. As part of a larger interview study, 183 college seniors from diverse gender and race backgrounds were asked their thoughts on whether the experience of being a STEM major was different for people of different races and genders. We use a framework of "science as White property", derived from critical race theory, to frame this study and results. White men were largely unaware of any impact of race or gender. In contrast, women of color overwhelmingly report, consistent with results from a large body of prior research, that both race and gender impact their experiences as STEM majors. Students who acknowledged race and gender impacts did not always attribute these impacts to cultural or systemic factors (i.e., some reported women are underrepresented because they are less interested in STEM rather than a structural reason). Impacts identified that were attributable to systemic factors included impacts related to being a demographic minority (i.e., intimidation, feeling out of place, feeling pressure to work harder) and/or discrimination (i.e., job discrimination, bias against women or people of color and cultural assumptions implying the superiority of White people and men). A small number of students (mostly White women) stated that women or people of color benefit from their underrepresented status, often attributing this benefit to a perception of extra encouragement and opportunities. A common theme across categorizations was that women and students of color work harder than men and White people either because they are perceived to be harder workers or as a response to the sexism and racism they encounter. We found that White men are largely unaware of the impacts of race or gender on the pursuit of a STEM degree. Additionally, with the exception of women of color, students are less likely to perceive race as having an impact on the experiences of students than gender. We conclude with a discussion of implications for future work related to gender and race representation in STEM.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1270443
Database: ERIC
FullText Text:
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  Data: Undergraduates' Awareness of White and Male Privilege in STEM
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  Data: <searchLink fieldCode="AR" term="%22Dancy%2C+Melissa%22">Dancy, Melissa</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2778-5915">0000-0002-2778-5915</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rainey%2C+Katherine%22">Rainey, Katherine</searchLink><br /><searchLink fieldCode="AR" term="%22Stearns%2C+Elizabeth%22">Stearns, Elizabeth</searchLink><br /><searchLink fieldCode="AR" term="%22Mickelson%2C+Roslyn%22">Mickelson, Roslyn</searchLink><br /><searchLink fieldCode="AR" term="%22Moller%2C+Stephanie%22">Moller, Stephanie</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+STEM+Education%22"><i>International Journal of STEM Education</i></searchLink>. 2020 7.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 10.1186/s40594-020-00250-3
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  Data: 2196-7822
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  Data: It is well-documented that experiences in STEM courses for women and students of color are different from the experiences of White men. As part of a larger interview study, 183 college seniors from diverse gender and race backgrounds were asked their thoughts on whether the experience of being a STEM major was different for people of different races and genders. We use a framework of "science as White property", derived from critical race theory, to frame this study and results. White men were largely unaware of any impact of race or gender. In contrast, women of color overwhelmingly report, consistent with results from a large body of prior research, that both race and gender impact their experiences as STEM majors. Students who acknowledged race and gender impacts did not always attribute these impacts to cultural or systemic factors (i.e., some reported women are underrepresented because they are less interested in STEM rather than a structural reason). Impacts identified that were attributable to systemic factors included impacts related to being a demographic minority (i.e., intimidation, feeling out of place, feeling pressure to work harder) and/or discrimination (i.e., job discrimination, bias against women or people of color and cultural assumptions implying the superiority of White people and men). A small number of students (mostly White women) stated that women or people of color benefit from their underrepresented status, often attributing this benefit to a perception of extra encouragement and opportunities. A common theme across categorizations was that women and students of color work harder than men and White people either because they are perceived to be harder workers or as a response to the sexism and racism they encounter. We found that White men are largely unaware of the impacts of race or gender on the pursuit of a STEM degree. Additionally, with the exception of women of color, students are less likely to perceive race as having an impact on the experiences of students than gender. We conclude with a discussion of implications for future work related to gender and race representation in STEM.
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        Value: 10.1186/s40594-020-00250-3
    Languages:
      – Text: English
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        PageCount: 17
    Subjects:
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Racial Attitudes
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      – SubjectFull: Racial Bias
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      – SubjectFull: Racial Differences
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      – SubjectFull: Gender Differences
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      – SubjectFull: Racial Discrimination
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      – SubjectFull: Gender Discrimination
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      – SubjectFull: Disproportionate Representation
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      – SubjectFull: Student Experience
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      – TitleFull: Undergraduates' Awareness of White and Male Privilege in STEM
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