Unraveling the Double-Bind: An Investigation of Black and Latina Women in STEM
type: CreativeWork
description: Civil rights activist Robert P. Moses was a driving force in defining equitable dissemination of quality science, technology, engineering, and math (STEM) education as an act of social justice. My work borrows this frame to highlight access to STEM education as a civil rights issue and to emphasize the importance of taking a social justice approach to interventions for those who experience intersecting systems of oppression (i.e., Black and Latina women), and for whom previous intervention efforts have not adequately addressed. Ameliorating racial and gender disparities through fostering psychological safety (e.g., belonging) in STEM fields has been a substantive focus for intervention research. However, these interventions have overwhelmingly focused on 1) a single-axis perspective of fostering psychological safety (i.e., only focusing on either students’ race or gender) and 2) shifting students’ attitudes and behavior individually. Through 2 experimental online studies, I provide evidence for the importance of leveraging instructors as a point of intervention to increase psychological safety for Black and Latina women in STEM. The first study demonstrates that differing levels of (un)shared social identities directly work to influence psychological safety for Black and Latina women in STEM contexts which, in turn, shape their educational decision making. Additionally, this study found strong evidence of ethnic prominence: Black and Latina women reported maximal psychological safety from and higher intentions to enroll in racial ingroup professors’ classes. Study 2 investigates the utility of teaching philosophies as a subtle intervention to increase psychological safety of outgroup STEM instructors for Black and Latina women. This study found that belonging-based teaching philosophies (i.e., belonging and belonging + social justice) resulted in higher perceptions of advocacy, safety, and intention to enroll regardless of participant race. The effect of the social …
abstract: Civil rights activist Robert P. Moses was a driving force in defining equitable dissemination of quality science, technology, engineering, and math (STEM) education as an act of social justice. My work borrows this frame to highlight access to STEM education as a civil rights issue and to emphasize the importance of taking a social justice approach to interventions for those who experience intersecting systems of oppression (i.e., Black and Latina women), and for whom previous intervention efforts have not adequately addressed. Ameliorating racial and gender disparities through fostering psychological safety (e.g., belonging) in STEM fields has been a substantive focus for intervention research. However, these interventions have overwhelmingly focused on 1) a single-axis perspective of fostering psychological safety (i.e., only focusing on either students’ race or gender) and 2) shifting students’ attitudes and behavior individually. Through 2 experimental online studies, I provide evidence for the importance of leveraging instructors as a point of intervention to increase psychological safety for Black and Latina women in STEM. The first study demonstrates that differing levels of (un)shared social identities directly work to influence psychological safety for Black and Latina women in STEM contexts which, in turn, shape their educational decision making. Additionally, this study found strong evidence of ethnic prominence: Black and Latina women reported maximal psychological safety from and higher intentions to enroll in racial ingroup professors’ classes. Study 2 investigates the utility of teaching philosophies as a subtle intervention to increase psychological safety of outgroup STEM instructors for Black and Latina women. This study found that belonging-based teaching philosophies (i.e., belonging and belonging + social justice) resulted in higher perceptions of advocacy, safety, and intention to enroll regardless of participant race. The effect of the social …
author: Milless, Katlyn L.
keywords: Social Psychology, intersectionality, education, equity, inclusion, STEM interventions
date published: 2022-06-01T07:00:00Z
date modified: 2026-07-24T01:59:38Z
provider: City University of New York - Graduate Center
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: The Graduate School and University Center of The City University of New York