In postsecondary Science, Technology, Engineering, and Mathematics (STEM) education, equity issues regarding race and gender receive attention. On this attention, it is suggested to view from the sociopolitical perspective--mathematics is political, mathematics education is political, and equity is defined with the critical dimension of identity…

The purpose of this phenomenological qualitative study was to describe the personal experiences of Latina women who excelled in the fields of science, technology, engineering and mathematics (STEM) despite challenges amidst overlapping systems of discrimination. This study highlights the experiences of 10 Latina women who have attained or were in…

Although many students exhibit interest and demonstrate academic preparedness in math and science, a significant proportion of students do not major in science, technology, engineering, and mathematics (STEM) fields. These students encounter systemic barriers to STEM opportunities related to their intersecting gender and racial/ethnic identities.…

This study puts forth the counternarrative of the first author Gislaine, a first-generation undergraduate student, Latina, and computer science major. Gislaine participated in a research internship and STEM mentorship program led by the second author, Meredith. Through this program, Gislaine designed and taught CS lessons to predominantly…

Due to limited research on Black girls in science education, this study focuses on the forms of capital Black girls cultivated through their participation in a community-based STEM after-school program. The study drew from the interviews and a focus group session of 10 Black girls and investigated their formal and informal experiences in science.…

Guided by a combination of LatCrit and intersectionality this study examined the challenges Latina Multilingual Learners' (ML) experienced in STEM and how their multiple marginalized identities (i.e. being Latina, female, and non-native English-speaker) and the oppression related to class, gender, race, and ethnicity influence their perspectives.…

Steeped in the AsianCrit theoretical framework, the current study examined how anti-Asian hate impacted the mental health of Asian and diasporic Asian doctoral women in STEM. Six emergent themes were identified: 1) Witnessing and Experiencing Anti-Asian Hate; 2) Lack of Institutional and STEM Departmental Support; 3) Impact of Anti-Asian Hate on…

While there has been a sustained focus on widening participation in higher education internationally, there are few empirical accounts of the experiences and perceptions of 'equity' students in STEM subjects, and even less that examines this in the elite university context. Reporting from the Australian higher education context, this article…

Second-year students, also known as the forgotten class, receive the least attention of any undergraduate college class, making fewer contact points with faculty and garnering minimal support from student affairs staff. The second year of college represents different challenges than the first year, and at some institutions, a higher percentage of…

Latina high school students aspiring to careers in the fields of Science, Technology, Engineering, and Mathematics (STEM) participated in the year-long Latina STEM Fellowship (LSF) program. A team of education professionals interviewed the students to better understand how these Latina students visualize a future STEM career, their perceived…

Women of color in Science, Technology, Engineering, and Math (STEM) face multiple barriers to success (Ong et al., 2011). Students have different experiences mediated by race or gender, and when these two identities intersect, they face unique challenges. The purpose of this critical quantitative study was to examine department climate and its…

Much research on women of color in STEM has treated women of color as a collective, giving little attention to the nuanced differences in the experiences of the women within this larger group. Research on women of color in STEM has also given insufficient attention to disciplinary differences, and has often applied unidimensional, rather than…

Three 1.5-generation immigrant, Nigerian American, women students attending a diverse urban university participated in face-to-face interviews and a focus group to share their experiences as science, technology, engineering, and mathematics (STEM) majors. Qualitative analysis revealed influences from their African heritage, identities as African…

First-generation college students (FGCSs) are a growing population in undergraduate education. Research on FGCS primarily focuses on the challenges and barriers they encounter in college. While important, this literature offers a limited view of FGCS as learners. Moreover, minimal literature has examined these students' lived experiences within…

The purpose of this convergent parallel mixed methods study was to understand how being both Black and a girl impacted the mathematical and STEM experiences of Black adolescent girls enrolled in informal STEM learning programs and Black adolescent girls who are not enrolled in informal STEM learning programs. Using Critical Race Theory, this study…