View in EDS

White Racial Framing and White Supremacy Culture in STEM Education: Experiences of Students with Minoritized Identities of Sexuality and/or Gender

Saved in:
Bibliographic Details
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 0000-0001-5125-1289), Ryan A. Miller (ORCID 0000-0002-1855-9887), Rachel Friedensen (ORCID 0000-0001-9850-436X), Annemarie Vaccaro (ORCID 0000-0002-2046-588X), Ezekiel W. Kimball (ORCID 0000-0003-1428-7586)
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
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1434905
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1434905
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: White Racial Framing and White Supremacy Culture in STEM Education: Experiences of Students with Minoritized Identities of Sexuality and/or Gender
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Rachael+Forester%22">Rachael Forester</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5125-1289">0000-0001-5125-1289</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ryan+A%2E+Miller%22">Ryan A. Miller</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1855-9887">0000-0002-1855-9887</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rachel+Friedensen%22">Rachel Friedensen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9850-436X">0000-0001-9850-436X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Annemarie+Vaccaro%22">Annemarie Vaccaro</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2046-588X">0000-0002-2046-588X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ezekiel+W%2E+Kimball%22">Ezekiel W. Kimball</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1428-7586">0000-0003-1428-7586</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Education+in+Mathematics%2C+Science+and+Technology%22"><i>International Journal of Education in Mathematics, Science and Technology</i></searchLink>. 2024 12(3):642-659.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 19
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22LGBTQ+People%22">LGBTQ People</searchLink><br /><searchLink fieldCode="DE" term="%22Sexual+Identity%22">Sexual Identity</searchLink><br /><searchLink fieldCode="DE" term="%22Females%22">Females</searchLink><br /><searchLink fieldCode="DE" term="%22Whites%22">Whites</searchLink><br /><searchLink fieldCode="DE" term="%22Racism%22">Racism</searchLink><br /><searchLink fieldCode="DE" term="%22Power+Structure%22">Power Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Advantaged%22">Advantaged</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Attitudes%22">Racial Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Blacks%22">Blacks</searchLink><br /><searchLink fieldCode="DE" term="%22African+Americans%22">African Americans</searchLink><br /><searchLink fieldCode="DE" term="%22Indigenous+Populations%22">Indigenous Populations</searchLink><br /><searchLink fieldCode="DE" term="%22Hispanic+Americans%22">Hispanic Americans</searchLink><br /><searchLink fieldCode="DE" term="%22White+Students%22">White Students</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+Class+Culture%22">Middle Class Culture</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2147-611X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1434905
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1434905
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 642
    Subjects:
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Minority Group Students
        Type: general
      – SubjectFull: LGBTQ People
        Type: general
      – SubjectFull: Sexual Identity
        Type: general
      – SubjectFull: Females
        Type: general
      – SubjectFull: Whites
        Type: general
      – SubjectFull: Racism
        Type: general
      – SubjectFull: Power Structure
        Type: general
      – SubjectFull: Advantaged
        Type: general
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Racial Attitudes
        Type: general
      – SubjectFull: Blacks
        Type: general
      – SubjectFull: African Americans
        Type: general
      – SubjectFull: Indigenous Populations
        Type: general
      – SubjectFull: Hispanic Americans
        Type: general
      – SubjectFull: White Students
        Type: general
      – SubjectFull: Middle Class Culture
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Student Experience
        Type: general
    Titles:
      – TitleFull: White Racial Framing and White Supremacy Culture in STEM Education: Experiences of Students with Minoritized Identities of Sexuality and/or Gender
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Rachael Forester
      – PersonEntity:
          Name:
            NameFull: Ryan A. Miller
      – PersonEntity:
          Name:
            NameFull: Rachel Friedensen
      – PersonEntity:
          Name:
            NameFull: Annemarie Vaccaro
      – PersonEntity:
          Name:
            NameFull: Ezekiel W. Kimball
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-electronic
              Value: 2147-611X
          Numbering:
            – Type: volume
              Value: 12
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: International Journal of Education in Mathematics, Science and Technology
              Type: main
ResultId 1