Master Narratives and Resistance Narratives: How Women of Color on Community College STEM Education Pathways Push Back

IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH Community College Review Pub Date : 2024-03-14 DOI:10.1177/00915521241238746
Yoon Ha Choi
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Abstract

Objective/Research Question: Master narratives, as theorized using a critical race perspective, are stories of the majority that function to obscure and normalize the oppressive operation of power in society. Counternarratives are the stories of minoritized individuals which expose and challenge the stories of the majority. This study examined master and counternarratives in STEM to uncover taken-for-granted power dynamics and hierarchies that systemically exclude and minoritize women of color on community college STEM education pathways. Methods: Narrative interviews were conducted with 12 women of color who were current or former community college STEM students. These interviews were analyzed according to the sensibilities of feminist narrative methodology. Results: Analysis of narratives resulted in three resistance narratives, or the different ways participants made sense of and pushed back against master narratives regarding what it means to be a woman of color in STEM. The three resistance narratives identified were: (1) taking action with the support of others, (2) connecting to something greater than oneself, and (3) redefining one’s identity and goals. Conclusions/Contributions: Attending to individual resistance narratives can unveil harmful master narratives in STEM that hinder the participation and success of diverse individuals. This study urges STEM researchers and practitioners to look beyond blaming individuals for “failing” to fit into the status quo of STEM and to devise solutions that will disrupt oppressive norms and practices that become normalized through unexamined master narratives in STEM.
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主叙事与反抗叙事:社区学院 STEM 教育路径上的有色人种女性如何反击
目标/研究问题:根据批判性种族视角的理论,主叙事是多数人的故事,其作用是掩盖社会中权力的压迫性运作并使之正常化。反叙事是少数群体的故事,揭露并挑战多数群体的故事。本研究对 STEM 中的主叙述和反叙述进行了研究,以揭示在社区学院 STEM 教育路径中系统性地排斥有色人种女性并使其少数化的理所当然的权力动态和等级制度。研究方法:对 12 名现就读或曾就读于社区学院 STEM 的有色人种女性进行了叙事访谈。根据女权主义叙事方法的敏感性对这些访谈进行了分析。结果:通过对叙述的分析,我们发现了三种阻力对叙事的分析产生了三种反抗叙事,即参与者以不同的方式理解和回击关于在 STEM 中成为一名有色人种女性意味着什么的主叙事。这三种反抗叙事分别是(1) 在他人的支持下采取行动,(2) 与比自己更伟大的事物建立联系,以及 (3) 重新定义自己的身份和目标。结论/贡献:关注个人的抵制叙事可以揭示 STEM 中有害的主叙事,这些主叙事阻碍了多元化个人的参与和成功。本研究敦促科学、技术、工程和数学研究人员和从业人员不要只责怪个人 "未能 "适应科学、技术、工程和数学的现状,而要制定解决方案,打破压迫性规范和做法,因为这些规范和做法在科学、技术、工程和数学中未经审查的主叙事中变得正常化。
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来源期刊
Community College Review
Community College Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.40
自引率
7.70%
发文量
22
期刊介绍: The Community College Review (CCR) has led the nation for over 35 years in the publication of scholarly, peer-reviewed research and commentary on community colleges. CCR welcomes manuscripts dealing with all aspects of community college administration, education, and policy, both within the American higher education system as well as within the higher education systems of other countries that have similar tertiary institutions. All submitted manuscripts undergo a blind review. When manuscripts are not accepted for publication, we offer suggestions for how they might be revised. The ultimate intent is to further discourse about community colleges, their students, and the educators and administrators who work within these institutions.
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