Interrogating Structural Racism in STEM Higher Education
Interrogating Structural Racism in STEM Higher Education
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DOI：
10.3102/0013189x20972718
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发表时间：
2020-12-01
影响因子：
8.2
通讯作者：
McGee, Ebony Omotola
中科院分区：
文献类型：
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作者：
McGee, Ebony Omotola
STEM（科学，技术，工程，数学）高等教育的种族化结构保持着严重的不平等，这是结构性种族主义的例证，这既体现了歧视性信仰，政策，价值观和资源分配，也得到了强化。因此，需要对STEM中的结构性种族主义进行审查，以揭露STEM中代表性不足的群体的边缘化，并提高对STEM政策，做法和程序的理解，使种族主义的基础保持不变。我认为，即使在教育层次的顶端，黑人STEM博士生和博士学位持有者也一直忍受着高等教育机构和STEM雇主的种族主义残余。因此，这份手稿还讨论了大学如何将多元化指导计划制度化，这些计划主要是为了解决（阅读“同化”）有色人种代表性不足的学生，同时忽视或最小化STEM部门在创造种族敌对工作和教育空间中的作用。我认为，如果不对STEM中无所不在的结构性种族主义进行批判性审查，STEM种族多样化的进展将继续以蜗牛的速度前进。
The racialized structure of STEM (science, technology, engineering, mathematics) higher education maintains gross inequities that are illustrative of structural racism, which both informs and is reinforced by discriminatory beliefs, policies, values, and distribution of resources. Thus, an examination into structural racism in STEM is needed to expose the marginalization of underrepresented groups in STEM and to improve understanding of the STEM policies, practices, and procedures that allow the foundation of racism to remain intact. I argue that, even at the top of the education hierarchy, Black STEM doctorate students and PhD degree holders consistently endure the racist residue of higher education institutions and STEM employers. Thus, this manuscript also discusses how universities institutionalize diversity mentoring programs designed mostly to fix (read "assimilate") underrepresented students of color while ignoring or minimizing the role of the STEM departments in creating racially hostile work and educational spaces. I argue that, without a critical examination of the structural racism omnipresent in the STEM, progress in racially diversifying STEM will continue at a snail's pace.