Exploring the Lived Experiences of African American and Latinx STEM Faculty and Students in the U.S.

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Author(s): Anne Nordberg (The University of Texas at Arlington, USA), Torrie A. Cropps (The University of Texas at Dallas, USA), Stephen P. Mattingly (The University of Texas at Arlington, USA)and Yvette E. Pearson (The University of Texas at Dallas, USA)
Copyright: 2024
Volume: 8
Issue: 1
Pages: 14
Source title: International Journal of Bias, Identity and Diversities in Education (IJBIDE)
Editor(s)-in-Chief: Mehdi Khosrow-Pour (Information Resources Management Association, USA)and Adam I. Attwood (Eriksson College of Education, Austin Peay State University, United States)
DOI: 10.4018/IJBIDE.344838

Keywords: Educational Administration and Leadership / Gender & Diversity / Information Science Reference / Medicine & Healthcare

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Abstract

Racialized faculty have been under-represented in U.S. institutions of higher education for decades and this is exacerbated in STEM disciplines with gender disproportionality. This study deployed a descriptive phenomenological design to capture the experiences of 11 faculty, postdoctoral, and graduate scholars who identified as African American and/or Latinx drawn from two universities in the southern U.S.; one a predominantly White, privately funded school and the other a designated Hispanic-Serving Institution that is publicly funded. We found four main themes (and three subthemes) that captured the shared lived experiences among the participants. We consider these findings through the lens of intersectionality.

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Exploring the Lived Experiences of African American and Latinx STEM Faculty and Students in the U.S.

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