Document Type
Article
DOI
10.1080/1046560X.2018.1436359
Abstract
A group of 3 African American female preservice science and science teaching students majoring in a field of science, technology, engineering, or mathematics (STEM) participated in a qualitative research study to share their experiences in STEM, reasons for their choice of major, obstacles and challenges, instances of racism or sexism, and their identity development. The students participated in semistructured, face-to-face interviews. The results showed that the females were not discouraged by their underrepresentation; were confident in their abilities; and expressed wide variation in their identity development related to race, gender, and field of study. Future studies should seek deeper insights into how STEM college student identities are developed and solidified in the predominantly White and male STEM culture.A group of 3 African American female preservice science and science teaching students majoring in a field of science, technology, engineering, or mathematics (STEM) participated in a qualitative research study to share their experiences in STEM, reasons for their choice of major, obstacles and challenges, instances of racism or sexism, and their identity development. The students participated in semistructured, face-to-face interviews. The results showed that the females were not discouraged by their underrepresentation; were confident in their abilities; and expressed wide variation in their identity development related to race, gender, and field of study. Future studies should seek deeper insights into how STEM college student identities are developed and solidified in the predominantly White and male STEM culture.
Disciplines
Curriculum and Instruction | Education
Publication Date
3-1-2018
Language
English
License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Recommended Citation
Sparks, David M., "The Process of Becoming: Identity Development of African American Female Science and Mathematics Preservice Teachers" (2018). Curriculum and Instruction Faculty Publications. 27.
https://mavmatrix.uta.edu/curriculuminstruction_facpubs/27
Comments
Pre-print