White Racial Framing and White Supremacy Culture in STEM Education: Experiences of Students with Minoritized Identities of Sexuality and/or Gender
Saved in:
| Title: | White Racial Framing and White Supremacy Culture in STEM Education: Experiences of Students with Minoritized Identities of Sexuality and/or Gender |
|---|---|
| Language: | English |
| Authors: | Rachael Forester (ORCID |
| Source: | International Journal of Education in Mathematics, Science and Technology. 2024 12(3):642-659. |
| Availability: | International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: https://www.ijemst.net/index.php/ijemst/index |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Students, Minority Group Students, LGBTQ People, Sexual Identity, Females, Whites, Racism, Power Structure, Advantaged, STEM Education, Racial Attitudes, Blacks, African Americans, Indigenous Populations, Hispanic Americans, White Students, Middle Class Culture, Student Attitudes, Student Experience |
| ISSN: | 2147-611X |
| Abstract: | Whiteness is prevalent in higher education and therefore permeates science, technology, engineering, and mathematics (STEM) fields. While research shows STEM's long history of exclusion and marginalization in higher education (Ong et al., 2011), there has been limited research on the ways students with minoritized identities of sexuality and/or gender (MIoSG) in STEM interact with systems of dominance, such as whiteness. Using white supremacy culture (Okun, 2021; Okun & Jones, 2001) and the white racial frame (Feagin, 2010) as sensitizing concepts, this paper explores how students with MIoSG are situated in relation to systems of whiteness and white racial dominance in STEM learning spaces. Our findings included three emergent categories: color-evasiveness, desiring diversity in STEM, and the simultaneous invisibility and hypervisibility of Black, Indigenous, and People of Color (BIPOC) in STEM. Findings illuminated the complex ways BIPOC and white students with MIoSG experienced and thought about whiteness and white supremacy in STEM. Data point to the need for intentional anti-racist research, policy, and practice in STEM learning spaces. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1434905 |
| Database: | ERIC |
| Abstract: | Whiteness is prevalent in higher education and therefore permeates science, technology, engineering, and mathematics (STEM) fields. While research shows STEM's long history of exclusion and marginalization in higher education (Ong et al., 2011), there has been limited research on the ways students with minoritized identities of sexuality and/or gender (MIoSG) in STEM interact with systems of dominance, such as whiteness. Using white supremacy culture (Okun, 2021; Okun & Jones, 2001) and the white racial frame (Feagin, 2010) as sensitizing concepts, this paper explores how students with MIoSG are situated in relation to systems of whiteness and white racial dominance in STEM learning spaces. Our findings included three emergent categories: color-evasiveness, desiring diversity in STEM, and the simultaneous invisibility and hypervisibility of Black, Indigenous, and People of Color (BIPOC) in STEM. Findings illuminated the complex ways BIPOC and white students with MIoSG experienced and thought about whiteness and white supremacy in STEM. Data point to the need for intentional anti-racist research, policy, and practice in STEM learning spaces. |
|---|---|
| ISSN: | 2147-611X |
