Examining the Racialized Experiences of Black Women in Peer Interactions in Active Leaning Science Classrooms

• In Event: Equity and persistence among students of color

Abstract

In college STEM, active learning (AL) is often claimed to be equitable, though some studies suggest that Black women experience racism during peer interactions. As AL becomes institutionalized through “color-blind” approaches it is important to systematically characterize the experiences of Black women during peer interactions in AL. Situated in Critical Race Theory, we conducted a thematic analysis of interviews with 22 Black women in science majors at a PWI. Results show that Black women science majors experience many microaggressions in AL. Yet, they persist as they actively create counterspaces to experience microaffirmations and focus on learning. Findings can inform the design of AL science classrooms that intentionally attend to racial equity via curriculum and instruction, and faculty professional development.

Authors

• Hannah Nichols, University of Georgia

• Talia Swanson, University of Georgia

• Renette Tchockski, University of Georgia

• Jordan Roberts, University of Georgia

• Matthew Turnipseed, University of Georgia

• Dona Raju, University of Georgia

• Valencia Kelly, University of Georgia

• Chase Anderson, University of Georgia

• Tatiane Russo-Tait, University of Georgia