Exploring Identity-Safety Cues and Allyship Among Black Women Students in STEM Environments
Exploring Identity-Safety Cues and Allyship Among Black Women Students in STEM Environments
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DOI：
10.1177/0361684319830926
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发表时间：
2019-06-01
影响因子：
4
通讯作者：
Mowrer, Samantha
中科院分区：
文献类型：
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作者：
Johnson, India R.;Pietri, Evava S.;Mowrer, Samantha
黑人女性在科学、技术、工程和数学(STEM)领域的比例偏低，她们报告说在STEM感到不受欢迎。一位成功的科学家榜样或榜样可能会向黑人女性发出信号，表明她们在STEM环境中是有价值的。我们调查了谁充当黑人女性的身份安全线索。在研究1中，与那些了解白人男性或白人女性教授的学生相比，在假想的科学与工程学院了解黑人男性或黑人女性教授的黑人女性学生报告了更多的预期归属感和信任感。在研究2中，我们从一所白人为主的大学和一所历史上只有女性的黑人大学招募了黑人女性STEM专业的学生。我们考察了这两组人如何识别STEM中的榜样，并评估了榜样是盟友的认知与机构归属感和STEM归属感之间的关系。在这两种教育环境中，拥有黑人女性和黑人男性榜样，以及将缺乏共同种族认同的榜样视为盟友，与在机构中的归属感呈正相关。我们鼓励使用黑人榜样和榜样以及盟友进行干预，以增加STEM中黑人妇女的归属感。本文的其他在线材料可在PWQ的网站上找到，想要使用本文进行教学的教师的播客可在PWQ的网站上找到
Black women are underrepresented in science, technology, engineering, and math (STEM) and report feeling unwelcome in STEM. A successful scientist exemplar or role model may signal to Black women they are valued in STEM environments. We investigated who acts as an identity-safety cue for Black women. In Study 1, Black women students who learned about a Black man or a Black woman professor in a hypothetical School of Science and Engineering reported greater anticipated belonging and trust, relative to those learning about a White man or a White woman professor. In Study 2, we recruited Black women STEM majors from a predominantly White institution and a women-only historically Black college. We examined how both groups identified role models in STEM and assessed how perceptions that role models were allies related to belonging in the institution and belonging in STEM. Across both educational environments, having Black women and Black men role models, and perceiving role models who lacked a common racial identity as allies, positively related to belonging in the institution. We encourage the use of Black exemplars and role models, as well as allies, in interventions geared toward increasing belonging among Black women in STEM. Additional online materials for this article are available on PWQ's website at and a podcast for instructors who want to use this article for teaching is available on PWQ's website at