What Makes a White Man an Ally for Minoritized Students in STEM? Privilege, Awareness, Intention, and Humility

• In Event: Understanding Identities Along STEM Educational Pathways

Abstract

As efforts towards racial and gender equity in STEM have been largely unsuccessful, social justice work remains necessary. Allies from the dominant majority – white men – specifically faculty, may be an effective tool in facilitating cultural change within these disciplines so that they are more inclusive, safe, and gratifying spaces for minoritized students. However, the extant research is limited. Using the Ally Identity Development model and qualitative data from 25 white men faculty in STEM, results indicate allies share several characteristics – an awareness of minoritized students’ distinct experiences, a willingness to invest time and energy learning about these experiences, intentionality in serving this student population, using privilege to act against problematic behavior, and engaging in efforts with an element of humility.

Author

• Danielle Vegas Lewis, University at Buffalo - SUNY