Sistahs in STEM: A Critical Race Counterstory Uplifting Black Women's Experiences in STEM

Utilizing composite counterstorytelling as a method, this article explores the postsecondary education experiences of Black women in STEM. Methodologically, composite counterstorytelling entails creating composite characters situated in sociohistorical, or political situations who embody the themes...

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Bibliographic Details
Published inThe Journal of Negro education Vol. 90; no. 3; pp. 306 - 321
Main Author Morton, Christina S
Format Journal Article
LanguageEnglish
Published Howard University School of Education 01.06.2021
Subjects
African American Students
Aggression
Critical Race Theory
Intervention
Racial Discrimination
Racism
STEM Education
Student Attitudes
Student Experience
Undergraduate Students
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Summary:Utilizing composite counterstorytelling as a method, this article explores the postsecondary education experiences of Black women in STEM. Methodologically, composite counterstorytelling entails creating composite characters situated in sociohistorical, or political situations who embody the themes found after analyzing empirical data, pertinent scholarship, and theory. Empirical data utilized for this article includes interviews conducted with four self-identified Black women pursuing undergraduate degrees in engineering at a predominantly White institution. The current counterstory explores gendered racial microaggressions encountered by Black women in STEM fields, and how Black women respond to these offenses. Moreover, this article highlights how Black women establish spaces where they can be their authentic selves, share experiences, and support one another. Implications for practice and research are discussed.
ISSN:0022-2984