Cracking the STEM ceiling : a qualitative single case study analysis examining the intersectional impact that race and gender have on Black women who enter into STEM education and professions.
| dc.contributor.advisor | Sloan, Amy M. | |
| dc.creator | Medina, Brittani J. D., 1982- | |
| dc.date.accessioned | 2024-07-30T12:45:48Z | |
| dc.date.available | 2024-07-30T12:45:48Z | |
| dc.date.created | 2023-12 | |
| dc.date.issued | 2023-12 | |
| dc.date.submitted | December 2023 | |
| dc.date.updated | 2024-07-30T12:45:49Z | |
| dc.description.abstract | This study examines the recruitment, retention, and experiences of Black women in science, technology, engineering, and mathematics (STEM) professions. There is a compelling need to diversify the landscape of STEM disciplines in today’s world, where innovation and technology play key roles in molding our future. Early experiences and postsecondary experiences are critical for women of color in STEM. Despite an increase in Black women’s interest and participation in STEM programs, continuing discrepancies at higher education levels speak to underlying systemic barriers. Exploring the intersectionality of Black women in STEM increases the potential understanding of experiences and challenges women of color face. This research explores the motivation behind Black women’s entry into STEM disciplines and examines their experiences within the field, especially those surrounding equity. The theory of intersectionality guided this qualitative single case study of five Black women who work in STEM. I recruited participants using a recruitment flyer on LinkedIn. Further, I used a questionnaire to screen potential participants and gather initial data. I used semi-structured interviews to gather more in-depth information about my participants. I used a priori categories and conducted two cycles of coding that led to the development of four themes. I used multiple strategies to ensure my study’s ethicality and trustworthiness, such as using pseudonyms to ensure participant protection. The study found four important themes regarding what attracts and supports Black women in STEM. The four themes are understanding the role that intersectionality plays in their experiences in STEM, the importance of early exposure to and support of interest in STEM, the need for guidance and development towards their career progression, and how mentorship and sponsorship nurture their growth. My study added to the literature by highlighting the importance of support systems for Black women who have been successful in their STEM careers. This study has implications and recommendations for women of color in STEM-related fields, STEM elementary and secondary administrators and parents, and STEM industry executives and managers. These recommendations include implementing and sustaining support systems for Black women in STEM education and careers. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | ||
| dc.identifier.uri | https://hdl.handle.net/2104/12912 | |
| dc.language.iso | English | |
| dc.rights.accessrights | No access – contact librarywebmaster@baylor.edu | |
| dc.title | Cracking the STEM ceiling : a qualitative single case study analysis examining the intersectional impact that race and gender have on Black women who enter into STEM education and professions. | |
| dc.type | Thesis | |
| dc.type.material | text | |
| local.embargo.lift | 2028-12-01 | |
| local.embargo.terms | 2028-12-01 | |
| thesis.degree.department | Baylor University. Dept. of Curriculum & Instruction. | |
| thesis.degree.grantor | Baylor University | |
| thesis.degree.name | Ed.D. | |
| thesis.degree.program | Learning & Organizational Change | |
| thesis.degree.school | Baylor University |
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