Pragmatic, Persistent, and Precarious: The Pathways of Three Minority Ethnic Women in STEM Higher Education

Autor/inn/en	Wong, Billy; Copsey-Blake, Meggie
Titel	Pragmatic, Persistent, and Precarious: The Pathways of Three Minority Ethnic Women in STEM Higher Education
Quelle	In: International Journal of Science and Mathematics Education, 21 (2023) 7, S.2123-2142 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wong, Billy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-022-10337-8
Schlagwörter	Minority Groups; Females; STEM Education; Ethnic Groups; Foreign Countries; Higher Education; Self Concept; Sense of Community; College Students; Student Attitudes; United Kingdom + Suchen Sie Ihr Suchwort? Ethnische Minderheit; Weibliches Geschlecht; STEM; Ethnie; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Selbstkonzept; Collegestudent; Schülerverhalten; Großbritannien
Abstract	Minority ethnic women are underrepresented in Science, Technology, Engineering, and Mathematics (STEM) higher education. Whilst existing studies, mostly in the US context, have provided valuable insights into racial and gender inequalities, there appears to be limited research in the UK. Through the lens of science identity, this article draws on qualitative data which was collected over three years, to appreciate how minority ethnic women develop their identity and belonging in STEM higher education, from the start to the end of their degrees. We present three case studies: (1) Nancy, a British East Asian Computer Science student, who appears "pragmatic" as she understands the extrinsic value of her degree, despite negative feelings and experiences; (2) Carol, a Black British Biomedical student, who can be seen as "persistent," as supported by her intrinsic commitment to work in healthcare; and (3) Mawiya, a British Middle Eastern Mathematics student, whose experiences are somewhat "precarious," because she must continuously negotiate her mathematics identity, which is often in question by herself and others. We discuss and compare the similarities and differences in the higher education pathways of these students. We also highlight the nuances of identity development and identity management, and consider multiple social inequalities for minority ethnic women. We conclude with a discussion of the implications of the findings for policy and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01