transcript
- 1. Aint I a Woman?
- 2. Revisiting the Double Bind: Ensuring the Development and
Advancement of Women of Color in STEM Brittany J. Harris Georgetown
University
- 3. In such case, it does not matter whether one is being hit
with the club of sexism or racismthey both hurt. And this is the
nature and essence of the double bind. (Malcom et al., 1976, p. 3)
Influential study that explored unique challenges of WOC in STEM
The further one deviated from the norm, the higher the cost.
- 4. & the double bind Race Gender This focus on
otherwise-privileged group members creates a distorted analysis of
racism and sexism because the operative conceptions of race and sex
become grounded in experiences that actually represent only a
subset of a much more complex phenomenon (Crenshaw, 1989, p.58)
Intersectionality Theory
- 5. today 1 in 10Scientists and engineers are women of color
(NSF, 2013) 2% of all scientists and engineers are Black women
(NSF, 2013) Area of Study Women Women of Color Computer Sciences
17.9 4.9 Engineering 18.4 3.0 Physical Sciences 40.9 6.1
Mathematics 43.1 5.2 Social Sciences 53.7 13.0 Biological Sciences
57.8 9.3 Psychology 77.1 18.1 Black women were more likely to be
interested in and intend to study STEM fields than White women.
(OBrien, et al., 2014) Women of Color in STEM (NSF, 2013)
- 6. The Double Bind: The next-generation women, the Double Bind
Daughters, face different challenges from those faced by their
mothers. Now it is less about rights versus wrongs and more about
support versus neglect; less about the behavior of individuals and
a culture that was accepting of bias as the natural order of
things, and more about the responsibilities and action (or
inaction) of institutions. (Malcom & Malcom, 2011, p.163) Next
Generation
- 7. Unique Challenges of WOC experience stereotype threat more
than their white peers; less positive interactions with faculty
(Espinosa, 2011) Compromised sense of belonging/alienation,
questioned competence (Espinosa, 2011; Ong, 2005) Discouraging
classroom practices (Johnson, 2007) Large Classes Fear of Asking
Questions Negatively impacted by embedded cultural values of STEM
(Johnson, 2007) Decontextualized Science Science as a meritocracy
Challenges Associated with Alternate Pathways (Reyes, 2011) Women
Of Color
- 8. Fostering Science Identity Science identity refers to how
people express and perceive themselves as scientists or members of
the science community (Carlone & Johnson, 2007) When I walk
through the campus, no one's ever gonna look at me and just think
that I'm a physicist[] I guess the things that made other people
find it hard to see me as a scientist are making it hard for me to
see myself as a scientist, too. Sofia Caldo, Chicana college senior
(Ong, 2014, p.1) to develop and advance WOC in STEM
- 9. Science Identity Model & the significance of recognition
(Carlone & Johnson, 2007)
- 10. Using Recognition to Supporting Recognition of Self
Intercollegiate Affinity Groups Developing Culturally Aware
Meaningful Others Education and learning opportunities for
Professors overcome the Double Bind
- 11. Conclusion Broaden awareness of the unique challenges of
women of color Create a culture and environment that support their
advancement and development Eliminate barriers for future
generations of women in the double bind