Color-Blind or Racially Conscious? How College Science Faculty Make Sense of Racial/Ethnic Underrepresentation in STEM

Autor/in	Russo-Tait, Tatiane
Titel	Color-Blind or Racially Conscious? How College Science Faculty Make Sense of Racial/Ethnic Underrepresentation in STEM
Quelle	In: Journal of Research in Science Teaching, 59 (2022) 10, S.1822-1852 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Russo-Tait, Tatiane)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21775
Schlagwörter	Racism; College Faculty; Science Teachers; Disproportionate Representation; STEM Education; Equal Education; Teacher Attitudes + Suchen Sie Ihr Suchwort? Rassismus; Fakultät; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; STEM; Lehrerverhalten
Abstract	Scholars across disciplines and throughout PK-20 education have argued that color-blind ideology works to perpetuate racial inequities in education via policies, research, curriculum, instruction, and student-teacher interactions. This study explores an underexamined issue in relation to color-blind ideology in STEM education. Specifically, it examines how a sample of college science faculty members use color-blind framings to make sense of the underrepresentation of Black, Indigenous, and Latinx students in their fields. Interviews were conducted with 42 professors (majority tenured/tenure-track, white, male, and continuing generation to college) in a College of Sciences at a research-intensive, historically white institution in the United States. Thematic analysis showed that while many faculty members implicated systemic racism in their sense making about the underrepresentation of racially minoritized students in STEM, the majority used color-blind frames (abstract liberalism, cultural racism, and minimization of racism) by focusing on individual behaviors and choices, cultural deficits, under-preparation, and poverty. Consistent with the research on color-blind ideology, professors were able to explain racial phenomena without implicating race/racism, which allowed them to absolve themselves from responsibility in addressing racial inequality issues in higher education. Faculty members who made sense of underrepresentation through systemic racism framings tended to recognize that they had a role to play in ameliorating these issues for students of color. These findings have implications for future research and professional development efforts. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01