The devaluation of women of Color (WoC) by way of gender discrimination and systemic racism is we... more The devaluation of women of Color (WoC) by way of gender discrimination and systemic racism is well documented. For WoC in engineering a chief cause is the observable wage gap. Women who identify as Asian, Black/African American, Latina/Chicana, Indigenous/ Native American, Native Hawaiian, Pacific Islander, Native Alaskan, and/or multiracial have reported stark wage disparities. In this paper, we offer a phenomenological study of how WoC engineering faculty across U.S. academic institutions describe the challenges and practices associated with wage disparities and how they navigate these disparities. This study, which is based on participant interviews, is guided by three research questions: (1) What do WoC engineering tenure-track faculty perceive about wage disparities based on their race and gender? (2) How do WoC faculty understand the institutional practices that contribute to wage disparities? and (3) How do WoC engineering faculty respond to and address wage disparities? Using structural racism and intersectionality as our guiding conceptual framework, we interviewed 32 self-identified WoC who identified structures and systems of institutional racism related to the maintenance of wage disparities. In terms of findings, we note that WoC have two primary strategies to respond to wage disparity: advocacy and agency. The experiences of WoC engineering faculty in our study highlight unsatisfying institutional responses, and thus WoC often rely on their own agency to advocate for themselves and to advocate for and mentor other WoC faculty. We found a few notable cases where men advocated for women to help close the wage gap. Our work reveals that pay inequity for WoC is often coupled with other forms of exclusion and marginalization. Reducing wage disparities in academia is critical to advancing diversity efforts and ensuring equitable support for WoC faculty. Our findings suggest that institutions can work diligently to rectify wage inequality, including making sustainable structural and salary modifications and sharing the burden of combatting wage inequities. Finally, our findings also highlight the importance of making policy changes to reduce pay inequalities, such as providing transparent pay information and more opportunities to earn merit raises.
Teachers College Record: The Voice of Scholarship in Education, 2019
Background/Context It is well documented that Black doctoral students in engineering and computin... more Background/Context It is well documented that Black doctoral students in engineering and computing fields experience more stress and strain during doctoral training than their White and Asian peers. However, few studies have examined how Black engineering and computing doctoral students and postdoctoral researchers experience these challenges and stressors or focused on the psychological effects, behavioral responses, or health costs for these students. We interviewed 48 Black PhD students and postdoctoral researchers in engineering and computing departments to find out how they describe, make sense of, and cope with stressors and strains in their training programs. Study participants (29 men and 19 women) ranged from first-year doctoral students to recent PhDs. Students attended various institutions and institution types, primarily in eastern and central time zones. Nine participants attended historically Black colleges and universities, and though we anticipated that their experie...
Within urban elementary schools are Black students who continue to challenge the normative defici... more Within urban elementary schools are Black students who continue to challenge the normative deficit characterization of the educational opportunities of students like them. This study attempts to provide a more holistic picture of the scholarly trajectories of 13 African American males who are particularly talented in mathematics and who attended urban schools. PVEST to used to explore stage-specific outcomes to identify dynamic and situational risk and protective factors, both internal and external, by which these young men operate and negotiate within multiple contexts to achieve success in and beyond their classrooms. Results identify major traits that foster mathematics identity development and academic achievement.
Assessment (i2e2a). In 2013, she became founder and owner of STEMinent LLC, a company focused on ... more Assessment (i2e2a). In 2013, she became founder and owner of STEMinent LLC, a company focused on STEM education assessment and professional development for stakeholders in K-12 education, higher education, and Corporate America. Her research is focused upon the use of mixed methodologies to explore significant research questions in undergraduate, graduate, and professional engineering education, to integrate concepts from higher education and learning science into engineering education, and to develop and disseminate reliable and valid assessment tools for use across the engineering education continuum.
Assessment (i2e2a). In 2013, she became founder and owner of STEMinent LLC, a company focused on ... more Assessment (i2e2a). In 2013, she became founder and owner of STEMinent LLC, a company focused on STEM education assessment and professional development for stakeholders in K-12 education, higher education, and Corporate America. Her research is focused upon the use of mixed methodologies to explore significant research questions in undergraduate, graduate, and professional engineering education, to integrate concepts from higher education and learning science into engineering education, and to develop and disseminate reliable and valid assessment tools for use across the engineering education continuum.
In this mixed-methods study, we performed content analysis on openended survey items to reveal pr... more In this mixed-methods study, we performed content analysis on openended survey items to reveal primary themes related to how PhD students are responding to the Trump policies and the COVID-19 pandemic. In our data set, 40.7% of the respondents reported that their career plans have been affected by Trump's antiscience policies, 54.5% by the COVID-19 pandemic. Our study revealed three themes, which were (1) awareness of the reduced funding for STEM (science, engineering, technology, and mathematics) and higher education, (2) heightened awareness of and commitment to the pursuit of social and racial justice, (3) interest in seeking job opportunities abroad. The top three themes for the COVID-19 pandemic were (1) shifting graduation timelines and adjusting research to the virtual campus life; (2) losing jobs, concerning about hiring freezes and fewer job openings; and (3) reconsidering their place in a STEM field postpandemic, including a possible complete change in career plans; thoughts of leaving the country for international jobs.
Teachers and school counselors must be trained to address many issues confronting students, inclu... more Teachers and school counselors must be trained to address many issues confronting students, including Black males. Increasingly, interdisciplinary partnerships are becoming the educational norm as a method to address the many problems that directly and indirectly impact students inside and outside school environments. However, too little has been written specifically in the teacher education literature about the potential of teacher-school counselor partnership (TSCP). Moreover, virtually nothing has been written about culturally relevant frameworks that teachers and school counselors can use to build partnerships designed to successfully engage and meet the unique and specific needs of Black males. This article presents the Phenomenological Variant of Ecological Systems Theory (PVEST) and Social Cognitive Career Theory (SCCT) as frameworks for establishing culturally congruent TSCPs with the potential to address Black males' academic and career concerns by meeting their personal and social needs. A vignette is presented to demonstrate the potential utility of the frameworks when working with Black males.
The resilience of high-achieving Black male students is often overshadowed in scholarly literatur... more The resilience of high-achieving Black male students is often overshadowed in scholarly literature by narratives of deficit, disorder, and disdain that position Black males as particularly vulnerable in educational spaces. This study builds from two prior analyses of a group of mathematically high-achieving Black males living in high-poverty urban communities and attending underresourced schools during their middle school years and focuses on the external risk and protective factors these students experienced during high school. Findings suggest that Black male high achievers were forced to overcome a confluence of institutional and curricular barriers while leveraging relational and organizational resources that promoted positive identity development and mathematics achievement.
Background: Despite the critical role of faculty diversity in the persistence and academic experi... more Background: Despite the critical role of faculty diversity in the persistence and academic experiences of undergraduate students as well as in the development of engineering innovations, women of color (WoC) faculty are still underrepresented in engineering programs across the United States. Purpose/Hypothesis: This study identifies whether the demographic composition of undergraduate engineering students is correlated with the representation of WoC faculty. It also highlights the institutional-and departmental-level factors that contribute to the race-gender diversification of the engineering professoriate. Design/Method: Informed by organizational demography as the theoretical framework, the methods include linear and logit regression analyses. Data come from the American Society for Engineering Education, the Integrated Postsecondary Education Data System, and the American Community Survey, and include engineering departmental-level observations across 345 institutions over 12 years. Results: Engineering departments that award more bachelor's degrees to women African American/Black undergraduate students are more likely to employ relatively more African American/Black women faculty. This positive relationship is also found among Asian Americans and Hispanics/Latinas. Conclusions: Research findings demonstrate the relationship between engineering undergraduate composition, as well as other departmental-and institutional-level factors, and the prevalence of WoC faculty. The findings highlight important areas for stakeholders and academic administrators to consider when developing strategies and programs to diversify the composition of engineering faculty.
Background/Context: There is a growing body of research that conceptualizes mathematics learning ... more Background/Context: There is a growing body of research that conceptualizes mathematics learning and participation as racialized experiences; that is, learning experiences structured in part by the negative and unjust race relations that are present in U.S. society. However, the role racialized experiences play in the lives of Black elementary education pre-service students from urban contexts, as both students and future teachers of mathematics, is under theorized. Theoretical Framework: Using critical race theory's racial micro-aggressions and the development of a mathematics identity, the author explores the mathematics experiences of 13 Black advanced undergraduate students who are elementary education majors. The participants' narratives reflect their experiences as both students of mathematics and future teachers. Research Design: A qualitative phenomenological research design was used to explore the prior and current mathematical experiences of the study participants and their future trajectories as teachers of mathematics. Reponses were coded to reveal themes of racialization and the development of the participants' mathematics identities. Results: The participants' narratives cited Black male fathers and close male relatives as their first mathematics teachers, the presence of culturally affirming at-home mathematics activities, and detailed aspirations to teach mathematics fearlessly to their own children and future students. Their more recent experiences included academic struggles in mathematics, often stemming from racial stereotyping and non-affirming college mathematics teachers. Their voices suggest that, within the context of learning mathematics, they have generated self-constructions that include racism as part of their shared African American experience in mathematics schooling that have implications for their teaching of mathematics. Conclusion/Recommendations: Recommendations include the provision of professional development that targets gaps in mathematics that are the result of inadequate and discriminatory learning opportunities, and culturally sensitive professional development for mathematics college faculty, with differentiated training for mathematics faculty not born in the U.S. In light of the high proportion of Black teachers working in urban schools who face a host of difficulties, this research also supports the continued development of combatting racial microaggressions in mathematics education as a decisive tactic to improve the retention of Black elementary education teachers.
Journal of Diversity in Higher Education, Sep 1, 2017
This qualitative study used narrative methodology to investigate what becoming a scientist or eng... more This qualitative study used narrative methodology to investigate what becoming a scientist or engineer entails for Asian and Asian American college students stereotyped as "model minorities." We present the narratives of 23 high-achieving science, technology, engineering, and mathematics (STEM) college students who self-identified as Asian or Asian American as they focused on the social contexts in which they encountered racialized bias in their academic environments. This study was guided by epistemological and methodological assumptions and beliefs, which influence how the data were interpreted, analyzed, and reported and were based on a 5-step phenomenological research design. Results included how these students experienced, negotiated, challenged, and managed distress from externally imposed stereotypes. The students constructed personal narratives mediated by symbolic cultural systems to make meaning of their experiences, which more often disputed than confirmed the model minority stereotype. This research has larger implications for STEM college education programs throughout the United States, which should not simply accept the normalization of successful Asian STEM students without robust understanding of the stereotypes they endure.
Background/Context: It is well documented that Black doctoral students in engineering and computi... more Background/Context: It is well documented that Black doctoral students in engineering and computing fields experience more stress and strain during doctoral training than their White and Asian peers. However, few studies have examined how Black engineering and computing doctoral students and postdoctoral researchers experience these challenges and stressors or focused on the psychological effects, behavioral responses, or health costs for these students. We interviewed 48 Black PhD students and postdoctoral researchers in engineering and computing departments to find out how they describe, make sense of, and cope with stressors and strains in their training programs. Study participants (29 men and 19 women) ranged from first-year doctoral students to recent PhDs. Students attended various institutions and institution types, primarily in eastern and central time zones. Nine participants attended historically Black colleges and universities, and though we anticipated that their experiences would be vastly different , their experiences closely resembled those of students in other institutions. Research Design: Each person participated in either an individual interview or focus group. Data were collected via video-and audio-recording. All focus groups took place at either a national engineering-/computing-related conference or at the students' home institutions. Twentythree participants were interviewed, while the remainder participated in focus groups of three to five students (maximum of ten). Interviews and focus groups were semistructured, using openended questions but allowing some flexibility to develop new ideas and order topics differently.
International Journal of Qualitative Studies in Education, Jul 23, 2021
President Trump’s education policies continue to marginalize Black STEM students at the highest l... more President Trump’s education policies continue to marginalize Black STEM students at the highest levels of education. Responding to a survey on their racialized educational experiences and future ca...
William Shockley Jr. of Stanford University was an American physicist who jointly won the 1956 No... more William Shockley Jr. of Stanford University was an American physicist who jointly won the 1956 Nobel Prize in Physics for his role in inventing the transistor. Modern computing and communications would have been unthinkable without Shockley’s work. But the Nobel laureate was also a proponent of eugenics and firmly committed to the racial inferiority of Black people. Shockley was not just a physicist who held racist views. He was part of a wider academic system that then, and now, perpetuates racial inequality. The persistence of this biased ecosystem means that dismantling it will require unrelenting tenacity by all of academia.
Faculty members play a multi-faceted role in the engineering profession. They help to discover, p... more Faculty members play a multi-faceted role in the engineering profession. They help to discover, promote, and disseminate advancements in technology, and they engage in capacitybuilding by training a future workforce of engineers. Yet, many potential faculty members are dissuaded from academia. This paper describes findings from both interviews and focus groups of 60 Black engineering Ph.D. students and postdoctoral scholars, which were conducted during our study to understand their career decision-making process. Their racial and gendered experiences impact their desire and choice to pursue an academic career.
Journal of Mathematics Education at Teachers College, 2012
…and as we were coming back in the house, I didn't know that a guy was trying to run up behind us... more …and as we were coming back in the house, I didn't know that a guy was trying to run up behind us with a gun… (H)e looked up and told me,"You call the police because we're killing everybody in that house tonight." And I'm like, I've come too far and worked too hard to have everything taken away from me because of the mistake of one person and we moved on from that.
The devaluation of women of Color (WoC) by way of gender discrimination and systemic racism is we... more The devaluation of women of Color (WoC) by way of gender discrimination and systemic racism is well documented. For WoC in engineering a chief cause is the observable wage gap. Women who identify as Asian, Black/African American, Latina/Chicana, Indigenous/ Native American, Native Hawaiian, Pacific Islander, Native Alaskan, and/or multiracial have reported stark wage disparities. In this paper, we offer a phenomenological study of how WoC engineering faculty across U.S. academic institutions describe the challenges and practices associated with wage disparities and how they navigate these disparities. This study, which is based on participant interviews, is guided by three research questions: (1) What do WoC engineering tenure-track faculty perceive about wage disparities based on their race and gender? (2) How do WoC faculty understand the institutional practices that contribute to wage disparities? and (3) How do WoC engineering faculty respond to and address wage disparities? Using structural racism and intersectionality as our guiding conceptual framework, we interviewed 32 self-identified WoC who identified structures and systems of institutional racism related to the maintenance of wage disparities. In terms of findings, we note that WoC have two primary strategies to respond to wage disparity: advocacy and agency. The experiences of WoC engineering faculty in our study highlight unsatisfying institutional responses, and thus WoC often rely on their own agency to advocate for themselves and to advocate for and mentor other WoC faculty. We found a few notable cases where men advocated for women to help close the wage gap. Our work reveals that pay inequity for WoC is often coupled with other forms of exclusion and marginalization. Reducing wage disparities in academia is critical to advancing diversity efforts and ensuring equitable support for WoC faculty. Our findings suggest that institutions can work diligently to rectify wage inequality, including making sustainable structural and salary modifications and sharing the burden of combatting wage inequities. Finally, our findings also highlight the importance of making policy changes to reduce pay inequalities, such as providing transparent pay information and more opportunities to earn merit raises.
Teachers College Record: The Voice of Scholarship in Education, 2019
Background/Context It is well documented that Black doctoral students in engineering and computin... more Background/Context It is well documented that Black doctoral students in engineering and computing fields experience more stress and strain during doctoral training than their White and Asian peers. However, few studies have examined how Black engineering and computing doctoral students and postdoctoral researchers experience these challenges and stressors or focused on the psychological effects, behavioral responses, or health costs for these students. We interviewed 48 Black PhD students and postdoctoral researchers in engineering and computing departments to find out how they describe, make sense of, and cope with stressors and strains in their training programs. Study participants (29 men and 19 women) ranged from first-year doctoral students to recent PhDs. Students attended various institutions and institution types, primarily in eastern and central time zones. Nine participants attended historically Black colleges and universities, and though we anticipated that their experie...
Within urban elementary schools are Black students who continue to challenge the normative defici... more Within urban elementary schools are Black students who continue to challenge the normative deficit characterization of the educational opportunities of students like them. This study attempts to provide a more holistic picture of the scholarly trajectories of 13 African American males who are particularly talented in mathematics and who attended urban schools. PVEST to used to explore stage-specific outcomes to identify dynamic and situational risk and protective factors, both internal and external, by which these young men operate and negotiate within multiple contexts to achieve success in and beyond their classrooms. Results identify major traits that foster mathematics identity development and academic achievement.
Assessment (i2e2a). In 2013, she became founder and owner of STEMinent LLC, a company focused on ... more Assessment (i2e2a). In 2013, she became founder and owner of STEMinent LLC, a company focused on STEM education assessment and professional development for stakeholders in K-12 education, higher education, and Corporate America. Her research is focused upon the use of mixed methodologies to explore significant research questions in undergraduate, graduate, and professional engineering education, to integrate concepts from higher education and learning science into engineering education, and to develop and disseminate reliable and valid assessment tools for use across the engineering education continuum.
Assessment (i2e2a). In 2013, she became founder and owner of STEMinent LLC, a company focused on ... more Assessment (i2e2a). In 2013, she became founder and owner of STEMinent LLC, a company focused on STEM education assessment and professional development for stakeholders in K-12 education, higher education, and Corporate America. Her research is focused upon the use of mixed methodologies to explore significant research questions in undergraduate, graduate, and professional engineering education, to integrate concepts from higher education and learning science into engineering education, and to develop and disseminate reliable and valid assessment tools for use across the engineering education continuum.
In this mixed-methods study, we performed content analysis on openended survey items to reveal pr... more In this mixed-methods study, we performed content analysis on openended survey items to reveal primary themes related to how PhD students are responding to the Trump policies and the COVID-19 pandemic. In our data set, 40.7% of the respondents reported that their career plans have been affected by Trump's antiscience policies, 54.5% by the COVID-19 pandemic. Our study revealed three themes, which were (1) awareness of the reduced funding for STEM (science, engineering, technology, and mathematics) and higher education, (2) heightened awareness of and commitment to the pursuit of social and racial justice, (3) interest in seeking job opportunities abroad. The top three themes for the COVID-19 pandemic were (1) shifting graduation timelines and adjusting research to the virtual campus life; (2) losing jobs, concerning about hiring freezes and fewer job openings; and (3) reconsidering their place in a STEM field postpandemic, including a possible complete change in career plans; thoughts of leaving the country for international jobs.
Teachers and school counselors must be trained to address many issues confronting students, inclu... more Teachers and school counselors must be trained to address many issues confronting students, including Black males. Increasingly, interdisciplinary partnerships are becoming the educational norm as a method to address the many problems that directly and indirectly impact students inside and outside school environments. However, too little has been written specifically in the teacher education literature about the potential of teacher-school counselor partnership (TSCP). Moreover, virtually nothing has been written about culturally relevant frameworks that teachers and school counselors can use to build partnerships designed to successfully engage and meet the unique and specific needs of Black males. This article presents the Phenomenological Variant of Ecological Systems Theory (PVEST) and Social Cognitive Career Theory (SCCT) as frameworks for establishing culturally congruent TSCPs with the potential to address Black males' academic and career concerns by meeting their personal and social needs. A vignette is presented to demonstrate the potential utility of the frameworks when working with Black males.
The resilience of high-achieving Black male students is often overshadowed in scholarly literatur... more The resilience of high-achieving Black male students is often overshadowed in scholarly literature by narratives of deficit, disorder, and disdain that position Black males as particularly vulnerable in educational spaces. This study builds from two prior analyses of a group of mathematically high-achieving Black males living in high-poverty urban communities and attending underresourced schools during their middle school years and focuses on the external risk and protective factors these students experienced during high school. Findings suggest that Black male high achievers were forced to overcome a confluence of institutional and curricular barriers while leveraging relational and organizational resources that promoted positive identity development and mathematics achievement.
Background: Despite the critical role of faculty diversity in the persistence and academic experi... more Background: Despite the critical role of faculty diversity in the persistence and academic experiences of undergraduate students as well as in the development of engineering innovations, women of color (WoC) faculty are still underrepresented in engineering programs across the United States. Purpose/Hypothesis: This study identifies whether the demographic composition of undergraduate engineering students is correlated with the representation of WoC faculty. It also highlights the institutional-and departmental-level factors that contribute to the race-gender diversification of the engineering professoriate. Design/Method: Informed by organizational demography as the theoretical framework, the methods include linear and logit regression analyses. Data come from the American Society for Engineering Education, the Integrated Postsecondary Education Data System, and the American Community Survey, and include engineering departmental-level observations across 345 institutions over 12 years. Results: Engineering departments that award more bachelor's degrees to women African American/Black undergraduate students are more likely to employ relatively more African American/Black women faculty. This positive relationship is also found among Asian Americans and Hispanics/Latinas. Conclusions: Research findings demonstrate the relationship between engineering undergraduate composition, as well as other departmental-and institutional-level factors, and the prevalence of WoC faculty. The findings highlight important areas for stakeholders and academic administrators to consider when developing strategies and programs to diversify the composition of engineering faculty.
Background/Context: There is a growing body of research that conceptualizes mathematics learning ... more Background/Context: There is a growing body of research that conceptualizes mathematics learning and participation as racialized experiences; that is, learning experiences structured in part by the negative and unjust race relations that are present in U.S. society. However, the role racialized experiences play in the lives of Black elementary education pre-service students from urban contexts, as both students and future teachers of mathematics, is under theorized. Theoretical Framework: Using critical race theory's racial micro-aggressions and the development of a mathematics identity, the author explores the mathematics experiences of 13 Black advanced undergraduate students who are elementary education majors. The participants' narratives reflect their experiences as both students of mathematics and future teachers. Research Design: A qualitative phenomenological research design was used to explore the prior and current mathematical experiences of the study participants and their future trajectories as teachers of mathematics. Reponses were coded to reveal themes of racialization and the development of the participants' mathematics identities. Results: The participants' narratives cited Black male fathers and close male relatives as their first mathematics teachers, the presence of culturally affirming at-home mathematics activities, and detailed aspirations to teach mathematics fearlessly to their own children and future students. Their more recent experiences included academic struggles in mathematics, often stemming from racial stereotyping and non-affirming college mathematics teachers. Their voices suggest that, within the context of learning mathematics, they have generated self-constructions that include racism as part of their shared African American experience in mathematics schooling that have implications for their teaching of mathematics. Conclusion/Recommendations: Recommendations include the provision of professional development that targets gaps in mathematics that are the result of inadequate and discriminatory learning opportunities, and culturally sensitive professional development for mathematics college faculty, with differentiated training for mathematics faculty not born in the U.S. In light of the high proportion of Black teachers working in urban schools who face a host of difficulties, this research also supports the continued development of combatting racial microaggressions in mathematics education as a decisive tactic to improve the retention of Black elementary education teachers.
Journal of Diversity in Higher Education, Sep 1, 2017
This qualitative study used narrative methodology to investigate what becoming a scientist or eng... more This qualitative study used narrative methodology to investigate what becoming a scientist or engineer entails for Asian and Asian American college students stereotyped as "model minorities." We present the narratives of 23 high-achieving science, technology, engineering, and mathematics (STEM) college students who self-identified as Asian or Asian American as they focused on the social contexts in which they encountered racialized bias in their academic environments. This study was guided by epistemological and methodological assumptions and beliefs, which influence how the data were interpreted, analyzed, and reported and were based on a 5-step phenomenological research design. Results included how these students experienced, negotiated, challenged, and managed distress from externally imposed stereotypes. The students constructed personal narratives mediated by symbolic cultural systems to make meaning of their experiences, which more often disputed than confirmed the model minority stereotype. This research has larger implications for STEM college education programs throughout the United States, which should not simply accept the normalization of successful Asian STEM students without robust understanding of the stereotypes they endure.
Background/Context: It is well documented that Black doctoral students in engineering and computi... more Background/Context: It is well documented that Black doctoral students in engineering and computing fields experience more stress and strain during doctoral training than their White and Asian peers. However, few studies have examined how Black engineering and computing doctoral students and postdoctoral researchers experience these challenges and stressors or focused on the psychological effects, behavioral responses, or health costs for these students. We interviewed 48 Black PhD students and postdoctoral researchers in engineering and computing departments to find out how they describe, make sense of, and cope with stressors and strains in their training programs. Study participants (29 men and 19 women) ranged from first-year doctoral students to recent PhDs. Students attended various institutions and institution types, primarily in eastern and central time zones. Nine participants attended historically Black colleges and universities, and though we anticipated that their experiences would be vastly different , their experiences closely resembled those of students in other institutions. Research Design: Each person participated in either an individual interview or focus group. Data were collected via video-and audio-recording. All focus groups took place at either a national engineering-/computing-related conference or at the students' home institutions. Twentythree participants were interviewed, while the remainder participated in focus groups of three to five students (maximum of ten). Interviews and focus groups were semistructured, using openended questions but allowing some flexibility to develop new ideas and order topics differently.
International Journal of Qualitative Studies in Education, Jul 23, 2021
President Trump’s education policies continue to marginalize Black STEM students at the highest l... more President Trump’s education policies continue to marginalize Black STEM students at the highest levels of education. Responding to a survey on their racialized educational experiences and future ca...
William Shockley Jr. of Stanford University was an American physicist who jointly won the 1956 No... more William Shockley Jr. of Stanford University was an American physicist who jointly won the 1956 Nobel Prize in Physics for his role in inventing the transistor. Modern computing and communications would have been unthinkable without Shockley’s work. But the Nobel laureate was also a proponent of eugenics and firmly committed to the racial inferiority of Black people. Shockley was not just a physicist who held racist views. He was part of a wider academic system that then, and now, perpetuates racial inequality. The persistence of this biased ecosystem means that dismantling it will require unrelenting tenacity by all of academia.
Faculty members play a multi-faceted role in the engineering profession. They help to discover, p... more Faculty members play a multi-faceted role in the engineering profession. They help to discover, promote, and disseminate advancements in technology, and they engage in capacitybuilding by training a future workforce of engineers. Yet, many potential faculty members are dissuaded from academia. This paper describes findings from both interviews and focus groups of 60 Black engineering Ph.D. students and postdoctoral scholars, which were conducted during our study to understand their career decision-making process. Their racial and gendered experiences impact their desire and choice to pursue an academic career.
Journal of Mathematics Education at Teachers College, 2012
…and as we were coming back in the house, I didn't know that a guy was trying to run up behind us... more …and as we were coming back in the house, I didn't know that a guy was trying to run up behind us with a gun… (H)e looked up and told me,"You call the police because we're killing everybody in that house tonight." And I'm like, I've come too far and worked too hard to have everything taken away from me because of the mistake of one person and we moved on from that.
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Papers by Ebony McGee