Abstract
BackgroundIt is well-documented that experiences in STEM courses for women and students of color are different from the experiences of White men. As part of a larger interview study, 183 college seniors from diverse gender and race backgrounds were asked their thoughts on whether the experience of being a STEM major was different for people of different races and genders. We use a framework of “science as White property”, derived from critical race theory, to frame this study and results.ResultsWhite men were largely unaware of any impact of race or gender. In contrast, women of color overwhelmingly report, consistent with results from a large body of prior research, that both race and gender impact their experiences as STEM majors. Students who acknowledged race and gender impacts did not always attribute these impacts to cultural or systemic factors (i.e., some reported women are underrepresented because they are less interested in STEM rather than a structural reason). Impacts identified that were attributable to systemic factors included impacts related to being a demographic minority (i.e., intimidation, feeling out of place, feeling pressure to work harder) and/or discrimination (i.e., job discrimination, bias against women or people of color and cultural assumptions implying the superiority of White people and men). A small number of students (mostly White women) stated that women or people of color benefit from their underrepresented status, often attributing this benefit to a perception of extra encouragement and opportunities. A common theme across categorizations was that women and students of color work harder than men and White people either because they are perceived to be harder workers or as a response to the sexism and racism they encounter.ConclusionsWe found that White men are largely unaware of the impacts of race or gender on the pursuit of a STEM degree. Additionally, with the exception of women of color, students are less likely to perceive race as having an impact on the experiences of students than gender. We conclude with a discussion of implications for future work related to gender and race representation in STEM.
Highlights
White men have historically had opportunities in STEM that have been denied to other students
In an effort to understand more about inequity in STEM, we engaged in a large-scale interview study of undergraduates in STEM
We combine the science as White property concept with an approach that emphasizes the intersections of race/ ethnicity and gender to frame the experiences of students in STEM classes, forming a conception of science as White male property
Summary
White men have historically had opportunities in STEM that have been denied to other students. It is unusual to see distinctions made between views of those from marginalized groups and those from more privileged groups, as we do in this article It is well-documented that experiences in STEM courses for women and students of color are different from the experiences of White men. Research indicates that both women and people of color are more likely to report discrimination, microaggressions, and harassment in STEM (Rugheimer, 2019) and are less likely to feel they belong (Fisher et al, 2019; Rainey et al, 2018), findings that are all consistent with the notion of science as White male property. The question we take up in this analysis is as follows: to what extent are students aware of these impacts and how does awareness differ by demographic characteristics of the interviewee?
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