Facing the Double Bind in the Ivory Tower: Implications for Improving Leadership, Policy, and Practice for Women of Color in STEM Careers

Date of Award

Spring 2024

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Instructional Support

First Advisor

Kimberly L. King-Jupiter

Second Advisor

Sonja Harrington Weston

Third Advisor

Dwight Varnum

Abstract

Science, technology, engineering, and mathematics (STEM) fields are dominated by white men (Blackburn, 2017; Bozkurt et al., 2019; Chen et al., 2018; Christie et al.; 2017; de las Cuevas et al., 2022), and women of color are leaving these fields at alarming rates (Stanton, 2023; Gibbons, 2024). Despite fiscal allocations to diversify the STEM workforce (Office of Communications and Outreach, & State and Local Engagement, 2020), Black women are still less likely to persist in STEM because they continue facing the double bind in the STEM pipeline: systemic racism and gender discrimination. Consequently, this multiple single-subject narrative inquiry examined women of color’s experiences in STEM majors and careers to refine programmatic efforts and fiscal allocations targeting diversity in STEM at the institutional level. This study’s results highlighted the importance of having preparation, self-motivation, and a network of support, including peers, faculty, and mentors. The recommendations suggest early exposure through opportunities, collaboration between K-12 and higher education institutions, and professional training and development for STEM faculty and businesses’ hiring personnel.

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