A Critical Approach to Understanding URM Graduate Students’ Schooling Experiences in STEM
description
Transcript of A Critical Approach to Understanding URM Graduate Students’ Schooling Experiences in STEM
+A Critical Approach to Understanding
URM Graduate Students’ Schooling Experiences in STEM
Tanya Figueroa and Sylvia HurtadoUCLA
Association for the Study of Higher EducationNovember 2013
St. Louis, MO
+ProblemU.S. born Black, Latina/o, and American
Indian students continue to be severely underrepresented within STEM graduate programs.
The issue is exacerbated by low 10-year doctoral completions rates. As low as 40% in some STEM disciplines.
+Research Questions
What challenges do URM students face in the formal academic environment that make progression through their STEM graduate program difficult?
Further, how do students respond to these challenges?
+Theoretical PerspectivesRace is
Embedded within American institutions Power differentials exist across racial lines
Dominant groups Have the power to “other” those they
perceive to be different from them
Micro-inequalities Seemingly trivial practices and behaviors
that communicate devaluation or disrespect, which collectively have large consequences on the outcomes of people.
+Methodology –
Data come from a larger STEM retention project conducted by HERI, one campus selected
Participants recruited by email from structured STEM programs for URM students
Biographic questionnaireA semi-structured focus group
interview technique
+Data Source Midwestern University (MU) – 42,000
students/15,500 Grad23 students across 9 focus groupsBlack 13
Latino 5
Multi-racial 5
Males 14
Age range 25-36
Engineering 11
Biology/Chemistry 6
Other STEM 6
+Analysis
Pertinent data were group coded into salient themes
Constant comparative analysis Intercoder reliability, iterative process,
until agreement was over 85%
+
1. Student hesitancy to share experiences
2. Secondary dataset based on a larger project on graduate experiences
3. Generalizing to other students
Limitations
+Results: Three Overarching Challenges Students Encountered1. Negative consequences stemming
from “underrepresentation” in one’s program
2. Exclusion and conflict, and the ambiguous nature of these experiences
3. Less ambiguous experiences of discrimination
+The Phenomena of Underrepresentation
Participants felt “otherized” and hyper visible within academic spaces.
Participants perceived that others:Were surprised and threatened by their
presenceQuestioned their ability and commitment
to do science Questioned the merits by which they
were admitted
+Austin, mechanical engineering, Black
Here in [Midwestern University]… there’s not a lot of African American or Hispanics walking around. So whenever a minority enters the engineering department I feel as if there’s already some kind of, I don’t want to say stigma, but there’s always... he or she has to prove himself kind of deal. You know, “I wonder how he or she got here?” kind of thing. Are they filling some quota or whatever the case may be? It’s very subtle. I don’t think the university flaunts it. But I definitely know it’s there.
+Exclusion
Negative feelings from being “the only one” were exacerbated by exclusion from peers
Made learning, completing class work, and passing qualifying exams more difficult.
+Dominique, electrical engineering, black If I went to a random person and asked the person this question, I’d have understood, but I’m like, this is someone who’s in my lab group… we’re trying to solve the same project together. We’re supposed to have some kind of bond. And then he said that [he wouldn’t discuss the homework with me] and I was like, “Hmm, maybe I have to rethink working with this guy.” If he’s as individualistic as he is then [he’s] probably not the kind of person I want on my team.
+Less Ambiguous Experiences of Discrimination
I was trying to talk to [a professor] about his research and his response was, “Well, I didn’t think your kind would be interested in this kind of research.” And I stopped and asked myself do I really want to go into this or not? So, of course, me being the way I am, I just decided I’d challenge him. “What do you mean my kind?” And I think a lot of it comes from ignorance – and I don’t even think he thought about what he said. - Brandon, applied physics, Black
+Discussion
Considerations of race are hardly absent from students’ experiences in STEM graduate education
Underrepresentation, inequities, and racism disadvantaged participants
Students responded in multiple ways
+Implications for PracticeIntentional recruitment of URM students Nurturing and collaborative educational
environmentLearn innovations from other placesFuture research
LongitudinalStories of those who drop out
Persistence in STEM graduate programs is within reach!