<p>Black women’s underrepresentation in STEM disciplines remains an urgent problem of major
concern in higher education institutions across the United States. The
purpose of this investigation was to explore Black women’s experiences in an
active learning STEM Human Centered Design course at a Predominantly White
Institution. It also examined how these experiences influenced Black women’s
intent to persist in STEM educational pathways. Black
Feminist Thought Theoretical Framework was used to conceptualize
and interpret the experiences of five Black female first year undergraduate
students at a Predominantly White Institution in the Midwestern region of the United
States. This qualitative case study research utilized semi structured
interviews, direct observations, and documents to gather and triangulate data
for this study. The findings from this study revealed that: (a) <i>Imposter Syndrome: An Enduring Internalized
Question of Competency, </i>(b) <i>Undermining
of Academic Abilities</i>: <i>Cross
Examination of Intellect,</i> (c) <i>Lack of
Diversity: A Colorless Norm,</i> (d) <i>Isolation:
Intrinsic Sensitivity of Separation from Others</i> were the salient
experiences facing these five undergraduate Black women. This
investigation contributes to the dearth of scholarship on Black women in STEM
by highlighting their undergraduate experiences in a STEM course, and
describing ways to ensure their persistence towards STEM educational pathways.</p>
| Identifer | oai:union.ndltd.org:purdue.edu/oai:figshare.com:article/12551648 |
| Date | 26 June 2020 |
| Creators | Sharlane S Cleare (9017825) |
| Source Sets | Purdue University |
| Detected Language | English |
| Type | Text, Thesis |
| Rights | CC BY 4.0 |
| Relation | https://figshare.com/articles/thesis/THE_EXPERIENCES_OF_UNDERGRADUATE_BLACK_WOMEN_IN_AN_ACTIVE_LEARNING_HUMAN_CENTERED_DESIGN_COURSE_AT_A_PREDOMINANTLY_WHITE_INSTITUTION/12551648 |
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