Gendered and Racialized Experiences of Black Students in STEM Majors: Lessons From a Community-Focused Knowledge Mobilization Experience (Poster 19)

• In Event: AERA Poster Session Thursday 5:25 p.m.
  In Poster Session: Resisting Marginalization: Narratives of Black Student Persistence and Empowerment Across Educational Spaces

Abstract

We (Author) presented findings of a study titled, Gendered and Racialized Experiences of Black Students in STEM Majors: Narratives of Resistance and Persistence at AERA 2023. The study noted that across Canada, education has a long and persistent history of excluding Black people, resulting in racial achievement gaps at almost all levels of education. It employed narrative inquiry methodology and community cultural wealth framework (Yosso, 2005) to examine the gendered and racialized experiences of six Black undergraduate students in STEM programs in Ontario, Canada. After AERA 2023, we received Social Sciences and Humanities Research Council (SSHRC) Connection Grant for Knowledge Mobilization to conduct “dissemination, knowledge transfer and knowledge translation” (SSHRC, 2024) In this paper, we reflect on our mobilization experience.

Authors

• James A. Oloo, University of Windsor

• Priscila Dias Corrêa, University of Windsor