Factors that impact the development of Black women’s positive STEM identity

Martin, Shelana K

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https://hdl.handle.net/2142/110857 Copy

Description

Title

Factors that impact the development of Black women’s positive STEM identity

Author(s)

Martin, Shelana K

Issue Date

2021-04-28

Director of Research (if dissertation) or Advisor (if thesis)

Mercier, Emma

Committee Member(s)

• Lindgren, Robb
• D'Angelo, Cynthia

Department of Study

Curriculum and Instruction

Discipline

Curriculum and Instruction

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

M.S.

Degree Level

Thesis

Keyword(s)

• STEM Identity
• Black Women
• Black girls

Abstract

A 23-question survey was given to capture the varied experiences of Black women in STEM throughout their developmental years into college. Participants self-selected at random from numerous social media sites with groups involving Black professional women and graduate students. Data was collected through an online survey service that provided analysis tools to organize data, Microsoft Excel also was used. Data was then probed for patterns as well as quantitative measures and other relevant variables. Two of the most intriguing questions with potentially interesting results were selected for further study; these were the open-ended constructs that allowed for more in-depth responses. They were categorized into eleven themes collectively. Each theme was individually coded for pre-identified patterns. Results indicated similar, yet surprising STEM experiences through the participants’ pre-collegiate schooling. Up to 87% of STEM respondents combined reported discouragement from pursuing STEM interest and felt their success in STEM was limited by several variables namely the intersectionality of their race and gender. Other contributing factors were discriminatory attitudes of nondescript facets. Many respondents described a perceived lack of access to formal in-school experiences as well as informal experiences, such as visiting museums, planetariums, and after-school STEM programs, etc. Access and practice would have not only exposed them to STEM resources, but the focused time of exploration and study would likely have improved their fluency and agility in those areas. Skills build confidence, expertise, independence, and knowledge in specific areas that can merge with self-identification with STEM and create peer leaders that then attract and encourage peers to explore STEM disciplines once thought “not for girls like me.” Implications for this study indicate a strong need for the purposefully directed design of learning environments that foster STEM with a particular focus on inclusion, mentoring, and fostering the interests of Black women and girls.

Graduation Semester

2021-05

Type of Resource

Thesis

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http://hdl.handle.net/2142/110857

Copyright and License Information

Copyright 2021, Shelana Martin

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