東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Examining Intersections of Gender, R...

Fennell, Karen A.

FindBook

Google Book

Amazon

博客來

Examining Intersections of Gender, Race, Racism and College Choice for High-Achieving African American Female Students Aspiring Careers in STEM.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Examining Intersections of Gender, Race, Racism and College Choice for High-Achieving African American Female Students Aspiring Careers in STEM./
作者:	Fennell, Karen A.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2024,
面頁冊數:	119 p.
附註:	Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
Contained By:	Dissertations Abstracts International85-11A.
標題:	Education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31140898
ISBN:	9798382767024

Examining Intersections of Gender, Race, Racism and College Choice for High-Achieving African American Female Students Aspiring Careers in STEM.
Fennell, Karen A.

Examining Intersections of Gender, Race, Racism and College Choice for High-Achieving African American Female Students Aspiring Careers in STEM. - Ann Arbor : ProQuest Dissertations & Theses, 2024 - 119 p.

Source: Dissertations Abstracts International, Volume: 85-11, Section: A.

Thesis (Ed.D.)--Saint Peter's University, 2024.

This qualitative study examined the college choice process of high-achieving, secondary African American female students enrolled at a Science, Technology, Engineering, and Mathematics (STEM)-focused Academy aspiring to study STEM at a 4-year college or university. Minority women, unlike White women and racial minority men, face a double bind as they are underrepresented in both gender and race categories (Lockett et al., 2018). Employing Critical Race Theory (CRT), this researcher explored the impact of race and genderism on Black female STEM performance success, contributing factors to student motivation to succeed in STEM, support or lack of support from educational institutions, and whether or not the participants considered the pursuit of STEM fields at Historically Black colleges (HBCUs). The application of CRT allowed this researcher to challenge the normative conversation around Black girls' STEM performance and examine the gaps in the STEM pipeline for this group. Black girls and women continue to have disproportionately low numbers in achieving STEM degrees (National Science Board, 2016). Data collection involved utilizing 20 semi-structured open-ended questions during face-to-face interviews. Key findings included: (a) the school culture at the Academy served as an inclusive environment for students STEM identity development; (b) students experienced a lack of access to advanced studies in math and science during primary and middle school; (c) a hostile classroom climate consisted of microaggressions due to negative gender stereotyping; (d) students experienced racialized incidents in predominately White/male educational spaces during extracurricular programming and competitions; (e) the college exploration process was impacted by systemic racial and financial policies; and f) the need for more Black female and women of color mentorship to guide their STEM trajectory. Implications for practice included the necessity to improve classroom environments for Black girls in STEM, STEM identity development that addresses discrimination to deal with intersectionality, and employing strategic instructional practices that are culturally responsive. Recommendations for further research included creating safe STEM spaces and implementing culturally relevant pedagogical strategies, conducting longitudinal studies to further identify high-achieving Black girls' nuances in their STEM trajectory, and strengthening student preparation within K-12 college-going school culture.

ISBN: 9798382767024Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

African American girls

Examining Intersections of Gender, Race, Racism and College Choice for High-Achieving African American Female Students Aspiring Careers in STEM.
LDR:03807nmm a2200409 4500 001 2398188
005 20240812064400.5
006 m o d
007 cr#unu||||||||
008 251215s2024 ||||||||||||||||| ||eng d
020 $a 9798382767024
035 $a (MiAaPQ)AAI31140898
035 $a AAI31140898
040 $a MiAaPQ $c MiAaPQ
100 1 $a Fennell, Karen A. $3 3768097
245 1 0 $a Examining Intersections of Gender, Race, Racism and College Choice for High-Achieving African American Female Students Aspiring Careers in STEM.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 119 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
500 $a Advisor: Castiglia, Beth.
502 $a Thesis (Ed.D.)--Saint Peter's University, 2024.
520 $a This qualitative study examined the college choice process of high-achieving, secondary African American female students enrolled at a Science, Technology, Engineering, and Mathematics (STEM)-focused Academy aspiring to study STEM at a 4-year college or university. Minority women, unlike White women and racial minority men, face a double bind as they are underrepresented in both gender and race categories (Lockett et al., 2018). Employing Critical Race Theory (CRT), this researcher explored the impact of race and genderism on Black female STEM performance success, contributing factors to student motivation to succeed in STEM, support or lack of support from educational institutions, and whether or not the participants considered the pursuit of STEM fields at Historically Black colleges (HBCUs). The application of CRT allowed this researcher to challenge the normative conversation around Black girls' STEM performance and examine the gaps in the STEM pipeline for this group. Black girls and women continue to have disproportionately low numbers in achieving STEM degrees (National Science Board, 2016). Data collection involved utilizing 20 semi-structured open-ended questions during face-to-face interviews. Key findings included: (a) the school culture at the Academy served as an inclusive environment for students STEM identity development; (b) students experienced a lack of access to advanced studies in math and science during primary and middle school; (c) a hostile classroom climate consisted of microaggressions due to negative gender stereotyping; (d) students experienced racialized incidents in predominately White/male educational spaces during extracurricular programming and competitions; (e) the college exploration process was impacted by systemic racial and financial policies; and f) the need for more Black female and women of color mentorship to guide their STEM trajectory. Implications for practice included the necessity to improve classroom environments for Black girls in STEM, STEM identity development that addresses discrimination to deal with intersectionality, and employing strategic instructional practices that are culturally responsive. Recommendations for further research included creating safe STEM spaces and implementing culturally relevant pedagogical strategies, conducting longitudinal studies to further identify high-achieving Black girls' nuances in their STEM trajectory, and strengthening student preparation within K-12 college-going school culture.
590 $a School code: 1798.
650 4 $a Education. $3 516579
650 4 $a Educational sociology. $3 519608
650 4 $a Science education. $3 521340
650 4 $a Higher education. $3 641065
650 4 $a African American studies. $3 2122686
653 $a African American girls
653 $a Culturally relevant pedagogy
653 $a Doubly marginalized
653 $a Historically Black colleges
653 $a High-achieving
690 $a 0515
690 $a 0340
690 $a 0714
690 $a 0745
690 $a 0296
710 2 $a Saint Peter's University. $b Education. $3 3287477
773 0 $t Dissertations Abstracts International $g 85-11A.
790 $a 1798
791 $a Ed.D.
792 $a 2024
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31140898