A Domains of Power Analysis of the Narratives of Women of Color on Community College STEM Education Pathways

Autor/in	Choi, Yoon Ha
Titel	A Domains of Power Analysis of the Narratives of Women of Color on Community College STEM Education Pathways
Quelle	In: Journal of Women and Gender in Higher Education, 15 (2022) 4, S.375-395 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Choi, Yoon Ha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2637-9112
DOI	10.1080/26379112.2022.2136676
Schlagwörter	Womens Education; Minority Group Students; Two Year College Students; Community Colleges; STEM Education; Racism; Gender Bias; Social Bias; Student Experience; Equal Education; African American Students; Hispanic American Students; Asian American Students; Feminism; Power Structure + Suchen Sie Ihr Suchwort? 'Women''s education'; Frauenbildung; Community college; Community College; STEM; Rassismus; Geschlechterstereotyp; Studienerfahrung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; Feminismus
Abstract	Informed by Black feminist thought and intersectional feminism, this study examined the lived experiences of 12 Women of Color on community college STEM education pathways. Participants were current and former community college STEM students, whose narrative interviews were analyzed using Patricia Hill Collins's domains of power framework. Findings suggest that rather than participants' experiences being isolated cases, they form a part of a larger pattern of realities that reveal multiple forms of power operating in STEM and beyond. Participants' experiences of racism and heterosexism intersected with other identities and backgrounds such as being a transfer student, an undocumented student, and a parent. These overlapping and multilayered manifestations of power were found to impact individuals' abilities to successfully navigate STEM in higher education. While the women of this study critically analyzed their experiences of power and resisted oppression, all stakeholders in the STEM education community must work toward an understanding and dismantling of oppressive power in STEM. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01