Devalued Black and Latino Racial Identities: A By-Product of STEM College Culture?

At some point most Black and Latino/a college students — even long-term high achievers — question their own abilities because of multiple forms of racial bias. The 38 high-achieving Black and Latino/a STEM study participants, who attended institutions with racially hostile academic spaces, deployed...

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Bibliographic Details
Published in:	American educational research journal 2016-12, Vol.53 (6), p.1626-1662
Main Author:	McGee, Ebony O.
Format:	Article
Language:	eng
Subjects:	African American Students Asian American Students Barriers Coding College Students Coping Educational Environment Engineering education Ethnic Stereotypes High Achievement Hispanic American Students Hispanics Interviews Minority group students Racial Bias Racial Identification Racial identity Racial stereotypes Racism Self Concept STEM Education Stereotypes White people Whites
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Summary:	At some point most Black and Latino/a college students — even long-term high achievers — question their own abilities because of multiple forms of racial bias. The 38 high-achieving Black and Latino/a STEM study participants, who attended institutions with racially hostile academic spaces, deployed an arsenal of strategies (e.g., stereotype management) to deflect stereotyping and other racial assaults (e.g., racial microaggressions), which are particularly prevalent in STEM fields. These students rely heavily on coping strategies that alter their authentic racial identities but create internal turmoil. Institutions of higher education, including minority-serving schools, need to examine institutional racism and other structural barriers that damage the racial identities of Black and Latino/a students in STEM and cause lasting psychological strain.
ISSN:	0002-8312 1935-1011