High-Achieving Black Students, Biculturalism, and Out-of-School STEM Learning Experiences: Exploring Some Unintended Consequences
High-Achieving Black Students, Biculturalism, and Out-of-School STEM Learning Experiences: Exploring Some Unintended Consequences
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高成就黑人学生、双文化主义和校外 STEM 学习经历：探索一些意想不到的后果
DOI：
10.21423/jume-v6i2a178
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发表时间：
2013
影响因子：
--
通讯作者：
E. McGee
中科院分区：
文献类型：
--
作者：
E. McGee
在这篇文章中，作者讨论了成功地沉浸在以白人为主的STEM(科学、技术、工程和数学)空间中的优秀黑人学生面临的复杂挑战，以及这种沉浸如何加剧了他们对种族刻板印象和其他形式的种族偏见的经历。作者通过莫里斯的故事来说明这些复杂的种族主义经历，莫里斯是一名成绩优异的高中数学学生，他成功地谈判了他占据的空白空间，但并没有表现出对从事与STEM相关的职业的兴趣。尽管莫里斯发展了复杂的双文化能力，使STEM专业人员和教育工作者能够积极地看待他，但他认为，牺牲自己的种族、文化和个人身份来追求STEM大学专业和职业生涯的代价太高了。讨论总体上突出了在STEM教育和职业生涯中普遍存在的种族和民族陈规定型观念如何会过早地将具有数学能力的黑人学生赶出STEM管道。
In this article, the author discusses the complex challenges of high-achieving Black students who are successful in becoming immersed in predominately White STEM (science, technology, engineering, and mathematics) spaces and how such immersion can exacerbate their experiences of racial stereotyping and other forms of racial bias. The author illustrates these complex racialized experiences through the story of Maurice, a high-achieving high school mathematics student who successfully negotiated the White spaces he occupied yet did not indicate interest in pursuing a STEM-related career. Although Maurice developed sophisticated bicultural competencies that allowed STEM professionals and educators to view him positively, he decided that compromising his own racial, cultural, and individual identities to pursue a STEM college major and career was too costly. The discussion in general highlights how racial and ethnic stereotyping which is endemic throughout STEM education and careers can push mathematically competent Black students out of the STEM pipeline prematurely.