Representation in the sub-discipline relates to belonging: women of color in pSTEM report belonging less frequently than white men¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Women of color in pSTEM, where they are highly underrepresented, reported belonging significantly less frequently than white men (Z = 2.17, p ≤ 0.05), and belonging tended to follow patterns of representation. → Katherine Rainey 2018

Evidence¶

Katherine Rainey 2018¶

Katherine Rainey, Melissa Dancy, Roslyn Mickelson, Elizabeth Stearns and Stephanie Moller. (2018). Race and gender differences in how sense of belonging influences decisions to major in STEM. International Journal of STEM Education 5:10. https://doi.org/10.1186/s40594-018-0115-6

q2 · i? · qualitative · r3

Comparison of belonging by sub-discipline (biology vs physical sciences) among women, disaggregated by race, with men not disaggregated. The article states "Due to small n, comparisons between groups should be made with caution" and notes a general tendency for belonging to follow representation patterns.

"We find that women of color in pSTEM, where they are highly underrepresented, report belonging significantly less frequently than white men ( Z =2 . 1 7 ,p ≤ 0.05)."

Discussion¶

Related Claims¶

• Female STEM majors report significantly lower sense of belonging than male majors — related
• Women of color are the least likely, and white men the most likely, to report a sense of belonging in STEM majors — related
• Black women and participants with intersecting identities report being overlooked, facing microaggressions, and experiencing imposter syndrome in tech spaces — related
• Students of color majoring in STEM report significantly lower sense of belonging than white majors — related
• Racially marginalized students are less likely to report a sense of belonging in STEM education — related
• A regional collective initiative (Teaching is My Favorite Color) provided teachers of color a safe space, belonging, and authentic identity expression — related
• Students who remain in STEM majors report greater sense of belonging than leavers, and lack of science identity distinguishes leavers — related
• Qualitative research shows marginalized students' sense of belonging depends on maintaining connections to their valued identities at school (self-concept fit) — related