Educators, Pragmatists, and Dis-Engagers: A Typology of Men’s Allyship for Minoritized Students in STEM

• In Event: Friday Roundtable Session 3:05 pm
  In Roundtable Session: Where Do We Go From Here? The Sociocultural Factors and Implications of STEM (Table 34)

Abstract

The hallmarks of STEM disciplinary culture are laden with whiteness and masculinity, both of which are particularly harmful to women, non-binary, and students of Color. White men in higher education, particularly faculty, have the status and power to affect disciplinary cultural change. Yet, little is known about the experiences of white men faculty who strive to facilitate more equitable STEM environments. Using social identity theory, this study analyzes data from 25 white men professors in STEM disciplines to better understand how they make meaning of their role and experience as equity allies. Findings demonstrate that white men faculty allies present their commitment to justice for minoritized undergraduates through education, pragmatism, or dis-engagement from others who do not value equity.

Author

• Danielle Vegas Lewis, University at Buffalo - SUNY