Abstract
ABSTRACTA group of 3 African American female preservice science and science teaching students majoring in a field of science, technology, engineering, or mathematics (STEM) participated in a qualitative research study to share their experiences in STEM, reasons for their choice of major, obstacles and challenges, instances of racism or sexism, and their identity development. The students participated in semistructured, face-to-face interviews. The results showed that the females were not discouraged by their underrepresentation; were confident in their abilities; and expressed wide variation in their identity development related to race, gender, and field of study. Future studies should seek deeper insights into how STEM college student identities are developed and solidified in the predominantly White and male STEM culture.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
