Exploring the Influence of Stereotype Threat in Underrepresented Groups Pursuing STEM

• In Event: Searching for Identity: (Re)Imagining Culturally Relevant and Equitable STEM Practices and Counter-Spaces

Abstract

For years scholars, educators and researchers have voiced concern on the lack of representation of African American, Latinx, First Peoples, and Alaskan native students in STEM academic and professional fields (NSF, 2009). Students of traditionally marginalized groups within the domain of STEM, often operate under the fear of stereotype threat and microaggressions (stemming from implicit bias). The additional pressure to excel and surpass perceived beliefs of inadequate competence can greatly impact these students’ sense of self-(confidence and esteem), their identity, and their academic performance. Student performance is greatly influenced when learners must operate under the duress of these threats and biases whether the discrimination is based on race and/or gender (Steele & Arson, 1995; Jackson et al., 2014).This threat does not solely exist against students of the racially marginalized groups, but it presents itself even more so for females within these groups pursuing STEM disciplines and practices. Socially within STEM education and careers, there exists a notion that these fields are more masculine in nature and more attractive to members of ethnic dominant groups (Burack & Franks, 2006). Women of Colour (WoC) in this domain, must face both the issues of racism and sexism and they represent a uniquely marginalized group (Johnson, 2009; Ong et al., 2011). WoC pursuing STEM often experience feelings of lack of belonging and lack of support from faculty. (Johnson, 2009). It is this group of learners who often internalize negative stereotypes that they have been subjected to (Lewis et al., 2016). In addition to the aforementioned outcomes of stereotype threat to our students, it has also been well documented that implicit bias can cultivate negative actions, behaviors, and beliefs based on these stereotypes (Jackson et al., 2014). A sense of inferiority is produced for those on the receiving end of these biases and stereotype threats (Sue, 2010), which then in turn is reflected in their academic performance and lack of motivation to pursue studies within STEM. If we as researchers and educators claim equity and justice in education for all, is it not our responsibility to help remove these threats and harmful, but influential beliefs and actions that persist in our classrooms, our campuses, or research, which ultimately hinder our learners' success in STEM education? If we truly desire change, we must be the catalyst that incites the change we seek to achieve.

Author

• Karyn Housh, Indiana University