1. 1. Aint I a Woman?
2. 2. Revisiting the Double Bind: Ensuring the Development and Advancement of Women of Color in STEM Brittany J. Harris Georgetown University
3. 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. 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. 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. 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. 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. 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. 9. Science Identity Model & the significance of recognition (Carlone & Johnson, 2007)
10. 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. 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