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首页> 外文期刊>International Journal of STEM Education >“If you aren’t White, Asian or Indian, you aren’t an engineer”: racial microaggressions in STEM education
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“If you aren’t White, Asian or Indian, you aren’t an engineer”: racial microaggressions in STEM education

机译：“如果你不是白人，亚洲人或印度人，你不是工程师”：茎上教育中的种族微不足道

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Background Race and gender disparities remain a challenge in science, technology, engineering, and mathematics (STEM) education. We introduce campus racial climate as a framework for conceptualizing the role of racial microaggressions (RMAs) as a contributing factor to the lack of representation of domestic students of color in STEM programs on college campuses. We analyze the experiences of students of color in STEM majors who have faced RMAs at the campus, academic, and peer levels. We draw from an online survey of more than 4800 students of color attending a large public university in the USA. The STEM major subsample is made up of 1688 students of color. The study estimates a series of Poisson regressions to examine whether one’s race, gender, or class year can be used to predict the likelihood of the regular occurrence of microaggressions. We also use interview data to further understand the challenges faced by STEM students of color. Results The quantitative and qualitative data suggest that RMAs are not isolated incidents but are ingrained in the campus culture, including interactions with STEM instructors and advisers and with peers. Students of color experience RMAs at all three levels, but Black students in the STEM majors are more likely to experience RMAs than other students of color in the sample. Conclusions Our study demonstrates the need for campus officials, academic professionals, faculty members, and students to work together to address racism at the campus, academic, and peer levels. Additionally, STEM departments must address the impacts of the larger racial campus culture on their classrooms, as well as how departmental culture reinforces racial hostility in academic settings. Finally, our findings reveal the continued presence of anti-Black racism in higher education.
机译：背景赛跑和性别差异仍然是科学，技术，工程和数学（Stem）教育的挑战。我们将校园种族气候介绍作为概念化种族微不足道（RMA）的作用的框架，作为大学校园内缺乏国内彩色学生的贡献因素的贡献因素。我们分析了在校园，学术和同行层面面临RMA的茎上专业学生的体验。我们从在美国在线调查中汲取超过4800名彩色学生的彩色大学。 Step主要子样本由1688名颜色组成。该研究估计了一系列泊松回归，以检查一个人的种族，性别或班级是否可以用来预测定期发生微不足道的可能性。我们还使用面试数据来进一步了解Ship学生色彩所面临的挑战。结果定量和定性数据表明RMA不是孤立的事件，但在校园文化中根深蒂固，包括与词干教练和顾问和同行的互动。颜色的学生在所有三个层面都经历RMA，但阀杆专业的黑人学生更有可能体验RAMS，而不是样本中其他颜色的学生。结论我们的研究表明，校园官员，学术专业人士，教师和学生们共同努力，共同努力在校园，学术和同行层面争夺种族主义。此外，Stew部门必须解决较大的种族校园文化对课堂的影响，以及如何如何在学术环境中加强种族敌意。最后，我们的调查结果揭示了高等教育中抗黑色种族主义的持续存在。

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