Evading Race: STEM Faculty Struggle to Acknowledge Racialized Classroom Events-Reference-Cited by-同舟云学术

Evading Race: STEM Faculty Struggle to Acknowledge Racialized Classroom Events

Published:2023-03 Issue:1 Volume:22 Page:
ISSN:1931-7913
Container-title:CBE—Life Sciences Education
language:en
Short-container-title:LSE

Author:

King Gretchen P.¹,Russo-Tait Tatiane²,Andrews Tessa C.³

Affiliation:

1. Owens Institute for Behavioral Research, University of Georgia, Athens, GA 30602

2. Department of Cellular Biology, University of Georgia, Athens, GA 30602

3. Department of Genetics, University of Georgia, Athens, GA 30602

Abstract

This study investigated whether and how STEM instructors noticed exclusionary racialized events experienced by Black students in classroom narratives. Color-evasive racial ideology was pervasive. This paper qualitatively characterizes incarnations of color-evasion enacted by STEM instructors and the racialized events they noticed.

Publisher

American Society for Cell Biology (ASCB)

Subject

General Biochemistry, Genetics and Molecular Biology,Education

Reference87 articles.

1. Racism, sexism and disconnection: contrasting experiences of Black women in STEM before and after transfer from community college

2. Qualitative Analysis on Stage: Making the Research Process More Public

3. Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society

4. Colorblind and multicultural ideologies are associated with faculty adoption of inclusive teaching practices.

5. Reducing the Effects of Stereotype Threat on African American College Students by Shaping Theories of Intelligence

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