Invited but excluded: Examining the underrepresentation of African American women and girls in STEM-based fields of education, and how historically Black colleges and universities are bridging the equity gap

This dissertation explores the social, institutional, and structural conditions believed to be at the center of the racial disparities that influence access and participation within secondary and post-secondary environments of science, technology, engineering, and mathematics (STEM) education. More specifically, this study investigates the disproportionate underrepresentation of African American women and girls in STEM fields of education, examines how the unique social experience of African American women is compounded by the intersectionality of their racial and gender identity, and investigates how Historically Black Colleges and Universities are making science and technology education more equitable, socially inclusive, and culturally representative of our broader academic society.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educ Policy, Orgzn & Leadrshp

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2021

Author dc:creator

• Breeden, T.J.

Contributors dc:contributor

• Kalatzis, Mary
• Cope, Bill
• Montebello, Matthew
• Pak, Yoon

• African American women, black girls, critical race feminism, critical race theory, equity, diversity, inclusion, phenomenological variant ecological systems theory, PVEST, representation, science, STEM, technology education.

Statement dc:rights

• Copyright 2021 T.J. Breeden

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/110546

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/110546