Book Review: McGee, E. O. Black, Brown, Bruised: How Racialized STEM Education Stifles Innovation
Book Review: McGee, E. O. Black, Brown, Bruised: How Racialized STEM Education Stifles Innovation
复制标题
书评：McGee, E. O. Black, Brown, Bruished：种族化的 STEM 教育如何扼杀创新
DOI：
10.1177/15210251211018178
复制
发表时间：
2021
期刊：
影响因子：
--
通讯作者：
O. E
中科院分区：
文献类型：
--
作者：
O. E
这本书的目的是阐明STEM世界中的结构性偏见障碍。提交人希望创造机会，使代表不足和被种族主义的少数群体能够充分参与STEM领域。整个文本都包括了代表不足和种族主义的少数族裔STEM学生的个人反思和证词。《黑褐色瘀伤》的介绍以2020年新冠肺炎全球大流行及其对黑人人口的影响为开篇。还讨论了黑人在大流行时期经历的种族主义、种族隔离和不平等等问题。《布莱克，布朗，伤痕累累》的第一章讲述了麦基童年时看汉娜·芭贝拉的《杰森一家》的美好回忆。她质疑，为什么在2020年，我们不会像杰森一家那样驾驶会飞的汽车。McGee认为，由于STEM领域缺乏多样性，普通公众缺乏飞行汽车。第一章为代表不足和被种族主义的少数群体，即黑人、土著和拉丁裔人，奠定了STEM领域机会差距的基础。第二章突出了URM学生面临的障碍、歧视和种族主义。几个学生反思中的第一个也包括在内。McGee还利用这一章提供了与STEM领域的URM学生和教师有关的关键数据和证据。在第三章中，McGee阐述了URM学生在STEM领域面临的常见压力源。强调了不同的刻板印象以及URM学生使用的不同的应对机制。第四章的重点是公平伦理。讨论了在URM学生中流行的主题，如家庭支持，回馈社区和社会的愿望。本章还包括一些建议，以帮助鼓励和促进在STEM领域留住URM学生。McGee利用第5章回顾了鼓励参与的成功计划和努力，并在STEM期刊《大学生保持：研究、理论和实践》中为URM学生提供了机会
The aim of this book is to shed light on structurally biased barriers in the STEM world. The author hopes to create opportunities where underrepresented and racialized minorities can fully participate in the STEM field. Personal reflections and testimonies from underrepresented and racialized minority STEM students are included throughout the text. The introduction of Black, Brown, Bruised opens up with a discussion of the 2020 COVID-19 global pandemic and its effect on the black population. Issues such as racism, segregation, and inequalities that Blacks experience during pandemic times are also addressed. Chapter 1 of Black, Brown, Bruised begins with McGee’s fond childhood memories of watching Hanna Barbera’s, The Jetsons. She questions why in 2020 we are not driving flying cars like The Jetsons. McGee attributes the lack of flying cars for the general public due to the lack of diversity in the STEM field. Chapter 1 lays down the groundwork of the disparities of STEM field opportunities for underrepresented and racialized minorities (URM), i.e., Black, Indigenous, and Latinx people. Chapter 2 highlights the barriers, discrimination, and racism that URM students face. The first of several student reflections are also included. McGee also uses this chapter to provide critical data and evidence pertaining to URM students and faculty in STEM fields. In Chapter 3, McGee addresses common stressors that URM students face in STEM fields. Various stereotypes are highlighted as well as different coping mechanisms that URM students utilize. The focus of Chapter 4 is Equity Ethics. Prevalent themes among URM students such as family support, a desire to give back to their community and society are discussed. This chapter also includes suggestions to help encourage and promote retention among URM students in STEM fields. McGee uses Chapter 5 to review successful programs and efforts that encourage participation, as well as provide opportunities for URM students in STEM Journal of College Student Retention: Research, Theory & Practice