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ISSN Печать: 1072-8325
ISSN Онлайн: 1940-431X
Indexed in
WHY DIDN'T I KNOW? BLACK WOMEN MATHEMATICIANS AND THEIR AVENUES OF EXPOSURE TO THE DOCTORATE
Краткое описание
There is clearly a scarcity in the number of women and minorities who pursue higher degrees in mathematics and other science, technology, engineering, and math (STEM) fields. After-school programs, out-of-school programs, and various summer research programs have been structures for enrichment in promoting racial and gender equity in the STEM fields. This qualitative study examines the formative, professional, and personal experiences of twelve black women who have obtained their doctoral degrees in mathematics. Black feminist thought inquiry was used as the theoretical framework and a grounded-theory approach was used to analyze the data. Through these women's experiences, informal and formal avenues of exposure such as family influence, informal dialogue, and attending historically black colleges and universities emerged as factors for their success in becoming a mathematician. Findings indicate that greater awareness and exposure to the field of mathematics and other STEM disciplines are beneficial for the success of women and minorities. Future research is recommended to determine effective networks and/or academic pipelines that promote awareness and exposure to mathematics and other STEM fields at all academic levels.
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Campbell‐Montalvo Rebecca, Kersaint Gladis, Smith Chrystal A. S., Puccia Ellen, Skvoretz John, Wao Hesborn, Martin Julie P., MacDonald George, Lee Reginald, How stereotypes and relationships influence women and underrepresented minority students' fit in engineering, Journal of Research in Science Teaching, 59, 4, 2022. Crossref
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Campbell-Montalvo Rebecca, Kersaint Gladis, Smith Chrystal A. S., Puccia Ellen, Sidorova Oxana, Cooke Hannah, Wao Hesborn, Martin Julie P., Skvoretz John, MacDonald George, Lee Reginald, The Influence of Professional Engineering Organizations on Women and Underrepresented Minority Students’ Fit, Frontiers in Education, 6, 2022. Crossref