From Description to Explanation: An Empirical Exploration of the African-American Pipeline Problem in STEM
From Description to Explanation: An Empirical Exploration of the African-American Pipeline Problem in STEM
复制标题
DOI：
10.1002/tea.21249
复制
发表时间：
2016-01-01
影响因子：
4.6
通讯作者：
Waggstaff, William
中科院分区：
文献类型：
--
作者：
Brown, Bryan A.;Henderson, J. Bryan;Waggstaff, William
我们进行了一项混合方法的研究，为非洲裔美国人在STEM管道的入学问题。该项目比较了目前主修科学的学生（N = 304）的经验与那些谁已经成功地获得科学学位（N = 307）的经验。参与者根据通常用于解释入学问题的理论对他们的管道经验进行了调查。研究结果表明，虽然两个群体都认识到种族在他们的经历中的主要作用，但区分学生和专业人员的主要因素是他们与各自社区的一致性以及他们对微妙形式的种族主义的不同经历（Microaggressions）。非裔美国科学家更有可能报告对社区的归属感薄弱，更有可能报告与种族主义的微妙遭遇。相比之下，非裔美国科学专业的学生更容易在科学界感到舒适，不太可能报告微妙的种族主义遭遇。这项研究的结果表明，种族偏见和冲突作为提供科学职业的看门人的普遍影响。(C)2015 Wiley Periodicals，Inc.
We conducted a mixed-methods study of matriculation issues for African-Americans in the STEM pipeline. The project compares the experiences of students currently majoring in science (N = 304) with the experiences of those who have succeeded in earning science degrees (N = 307). Participants were surveyed about their pipeline experiences based on theories that are commonly used to explain matriculation issues. The results of the study revealed that although both groups recognized the major role of race in their experiences, the primary factor distinguishing between students and professionals was their sense of Alignment with their respective community and their different experiences with subtle forms of racism (Microaggressions). African-American scientists were far more likely to report a weak sense of belonging to their community and were far more likely to report subtle encounters with racism. By contrast, African-American science students were more likely to feel comfortable with the science community and less likely to report subtle racist encounters. The findings of this study are indicative of the pervasive impact of racial bias and conflict as a gatekeeper in providing access to science careers. (C) 2015 Wiley Periodicals, Inc.