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dc.contributor.authorSparks, David M.
dc.date.accessioned2018-02-15T21:54:37Z
dc.date.available2018-02-15T21:54:37Z
dc.date.issued2017
dc.identifier.citationPublished in the Journal for Multicultural Education, Vol. 11 Issue: 3, pp.162-175, https://doi.org/10.1108/JME-12-2015-0049en_US
dc.identifier.urihttp://hdl.handle.net/10106/27224
dc.description.abstract**Please note that the full text is embargoed** ABSTRACT: Knowing that female students of color are underrepresented in Science, Technology, Engineering, and Mathematics (STEM) is not enough. This paper will discuss the need for an intersectionality lens when considering how to retain talented female students of color in university STEM programs. Researchers and practitioners must focus on how students develop their social, academic, and intellectual identities as they become a scientist, doctor, or engineer. This includes the development of their core identity-- perceptions they have of themselves as well as perceptions of those with whom they work and interact. One of the main obstacles researchers and practitioners face includes how to help students adapt to the norms of STEM-worlds (classrooms and work environments related to STEM) as they proceed through the path to becoming a STEM professional. The paper will also discuss the term intersectional trap. This is defined as the act of saying blanket statements to describe a race or group of individuals without considering variations of experience within the population. The paper will end with recommendations for research focusing on qualitative studies that explore the lived experiences of students as they form their STEM identities.en_US
dc.language.isoen_USen_US
dc.publisherEmeralden_US
dc.subjectSTEM Educationen_US
dc.subjectMinority Group Studentsen_US
dc.subjectWomen Scientistsen_US
dc.titleNavigating STEM-Worlds: Applying a Lens of Intersectionality to the Career Identity Development of Underrepresented Female Students of Coloren_US
dc.typeArticleen_US
dc.description.versionpre-print
dc.publisher.departmentDepartment of Education Curriculum and Instruction, The University of Texas at Arlington
dc.identifier.externalLinkhttp://dx.doi.org/10.1108/JME-12-2015-0049
dc.identifier.externalLinkDescriptionThe original publication is available at Article DOI
dc.identifier.doi10.1108/JME-12-2015-0049


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