Date on Master's Thesis/Doctoral Dissertation
5-2024
Document Type
Master's Thesis
Degree Name
M.A.
Department
Sociology
Degree Program
Sociology, MA
Committee Chair
Christopher, Karen
Committee Member
Whiteside, Jasmine
Committee Member
Fuselier, Linda
Author's Keywords
Black women; race; gender; STEM; social capital; intersectionality
Abstract
This study explores the intersectional experiences of Black women in Science, Technology, Engineering, and Mathematics (STEM) education by focusing on the strategic utilization of social capital to navigate systemic barriers and challenges. The unique struggles faced by Black women within predominantly white and male-dominated STEM programs are addressed in this study. Drawing on a growing body of literature, this research diverges from prevailing narratives of disinterest in or departure from STEM programs and instead illuminates proactive strategies employed by Black women. Through an exploration of social capital - encompassing networks, resources, and support systems - this study offers a comprehensive understanding of how Black women navigate and succeed within STEM disciplines. By interrogating the intertwined racial and gendered experiences shaping their educational trajectories, my research contributes to a nuanced discourse on diversity, equity, and inclusion in STEM education. Ultimately, the findings underscore the pivotal role of social networks and support structures in empowering Black women to thrive in STEM environments.
Recommended Citation
Shontee, La'Ree Alexandria, "A qualitative inquiry into the intersectionality of race, gender, and social networks in STEM education." (2024). Electronic Theses and Dissertations. Paper 4382.
Retrieved from https://ir.library.louisville.edu/etd/4382
Included in
Educational Sociology Commons, Gender and Sexuality Commons, Inequality and Stratification Commons, Race and Ethnicity Commons
