1. Navigating the Intersectionality of Race and Gender in Science, Technology, Engineering, and Mathematics (STEM) David Sparks, EdD Visiting Assistant Professor of Science Education Department of Curriculum and Instruction University of Texas at Arlington

2. Where Does My Research Come From? 21 years as a science educator Over 12 years as the director of science clubs at the middle school and high school level My sense of equity, fairness, and social justice I noticed that many students signed up for my Science Club in Middle School and Science, Engineering, and Technology (SET) Club in High School, including a significant number of female and minority students. Sometime between their freshman year in high school and the beginning of college, they lost interest in STEM. Why?

3. Stats about African Americans in STEM In 2010, only 4.5% of all engineering degrees were conferred to African American students Percentage of Hispanic graduates 7.0% By gender, 18% are female and 82% Male American Society of Engineering Education, 2011

4. But Wait, There’s More! While working on a master’s project, I interviewed a number of female engineers of all ethnicities. It was a mixed-method study, and it included both surveys and open-ended questions of professional engineers. I found that it is difficult being a female engineer because of the stereotypes they face. However, it was especially difficult being a minority female engineer. I wanted to understand all of the difficulties they face.

5. What is Stereotype Threat? Stereotype threat refers to being at risk of confirming, as self- characteristic, a negative stereotype about one's group (Steele & Aronson, 1995). Their research shows stereotype threat might interfere with performance by increasing arousal, diverting attention, increasing self-focus, engendering overcautiousness, prompting low expectations, or reducing effort.

6. What is Stereotype Management? McGee and Martin (2011) conducted a qualitative study and found that students used a process called stereotype management to overcome the negative effects of stereotype threat. The researchers believed that stereotype threat is common and pervasive in the lives of African American engineering students. The findings also revealed that African American students used their encounters with stereotype threat to add extra incentive to perform and be successful. The also were successful by striving to disprove racial stereotypes and serving as role models for younger students. In other words, these students proved that stereotype threat is not deterministic. It can be overcome.

7. Proposed Study Navigating the Intersectionality of Race and Gender in Science, Technology, Engineering, and Mathematics (STEM) To be conducted in the spring of 2015 at UTA in partnership with Kathryn Pole, PhD Will include approximately 5 African American and 5 Hispanic Undergraduate STEM students from the College of Science and the College of Engineering

8. Are African American and/or Hispanic females vulnerable to Stereotype Threat? Research Question 1 Are African American and/or Hispanic females vulnerable to Stereotype Threat? Intersectionality (The Double Bind) Triple Jeopardy (Converging Identities)

9. In what order of importance do African American and Hispanic female STEM students place their identities of race, gender, and field of study? Research Question 2 In what order of importance do African American and Hispanic female STEM students place their identities of race, gender, and field of study? For example: African American Female Engineering Major Female African American Engineering Major Hispanic Female Engineering Major Female Hispanic Chemistry Major In other words, which of the identities do the students use the most or feel are the most important in being successful?

10. When explaining their college majors and identities to younger students, what do they tell the students to consider most important for success in STEM fields? Research Question 3 When explaining their college majors and identities to younger students, what do they tell the students to consider most important for success in STEM fields? In addition to the semi-structured interviews, the students will write a one-page letter to a younger student telling them what it takes to be successful in the field of STEM. They can tell them about any hardships they have overcome, including stereotype threats. They will also describe the opportunities that will be available to the students if they major in STEM.

11. Phases of the Study 1. The students will be given the Stereotype Vulnerability Scale (SVS) to assess how they perceive the stereotypes around them. This scale was used for my dissertation and has been tested for reliability and validity. PHASE I

12. Phases of the Study 2. The students will write a one-page essay to an imaginary female high school student that is interested in a career in STEM. The letter will discuss the obstacles that student may face (including stereotypes), how they have personally overcome those obstacles, and the different career options available within their field of study. The instructions for the letter will direct the female college student to write to someone “just like them”. PHASE II

13. Phases of the Study 3. The students will participate in semi-structured, open-ended interviews. The interviews will seek to delineate how these students navigate the intersections of race and gender and manage their identities as they remain successful in their chosen fields. PHASE III

14. Project Calendar and Deadlines (Tentative) February 28: Submit and receive IRB Approval for study March 6: Recruit and Confirm Students for Study March 16-April 24: Conduct Interviews and Other Assessments April 27-June 30: Select journal; Analyze Data and Write Paper July 1: Submit to journal for peer review

15. Questions to Consider (Feedback Welcome) What is the type of study (phenomenology, case study, ethnography, etc)? What is the best way to recruit the students? Should they be compensated for their participation? Are all phases of the study necessary? What are some possible journals to submit this to for publication? Are there any other aspects of the study I have not considered?

16. References Brand, B. R., Glasson, G. E., & Green, A. M. (2006). Sociocultural factors influencing students’ learning in science and mathematics: An analysis of the perspectives of African American students. School Science and Mathematics, 106(5), 228-236. doi:10:1111/j.1949- 8594.2006.tb18081.x Massey, D. S., & Fischer, M. J. (2005). Stereotype threat and academic performance: New findings from a racially diverse sample of college freshmen. DuBois Review: Social Science Research on Race, 2(1), 82-101. doi:dx.doi.org/10.1017/S1742058X05050058

17. References McGee, E. O., & Martin, D. B. (2011). ‘You would not believe what I have to go through to prove my intellectual value!’ Stereotype management among academically successful black mathematics and engineering students. American Educational Research Journal, 48(6), 1347-1389. doi:10.3102/0002831211423972 Purdie-Vaughns, V. & Eibach, R. P. (2008). Intersectional invisibility: The distinctive advantages and disadvantages of multiple subordinate-group identities. Sex Roles, 59(5-6), 377-391. doi:10.1007/s11199-008-9424-4

18. References Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52(6), 613-629. doi:10.1037/0003-0666X.52.6.613 Settles, I. (2006). Use of an intersectional framework to understand Black women’s racial and gender identities. Sex Roles, 54, 589-601. doi:10.1007/s11199-006-9029-8