This nonsense is published by none other than the American Association for the Advancement of Science (AAAS)! This is pure anti-white racism or critical race theory (CRT) or whatever! Disgusting!
And this junk science is published in a journal by the prestigious Wiley publishing company! Shame on them! Perhaps, this junk can be published on a personal website! Not even as a technical report of a department at a university!
Could be published by the Ku Klux Klan! Caution: satire
"As historically marginalized individuals [???] come to perceive themselves as members of the STEM community, they adopt norms that often perpetuate white male ownership of STEM knowledge. Cian and Dou explored how 20 undergraduate STEM students at a Hispanic Serving Institution in the US articulate gendered expectations of STEM membership.
Participants implicitly recognized STEM identity in gendered ways that were
(i) associated with masculinized defaults of STEM and
(ii) unconsciously imposed when evaluating female individuals in STEM despite themselves often being subjected to these kinds of evaluations. Collectively, their results illuminate a cycle of marginalization as learners are encultured to perpetuate existing masculine STEM discourses. Practical implications for designing learning experiences that co-opt existing discourses to inoculate gendered perceptions of a STEM person prototype are discussed."
Participants implicitly recognized STEM identity in gendered ways that were
(i) associated with masculinized defaults of STEM and
(ii) unconsciously imposed when evaluating female individuals in STEM despite themselves often being subjected to these kinds of evaluations. Collectively, their results illuminate a cycle of marginalization as learners are encultured to perpetuate existing masculine STEM discourses. Practical implications for designing learning experiences that co-opt existing discourses to inoculate gendered perceptions of a STEM person prototype are discussed."
From the abstract:
"How individuals come to perceive themselves in STEM is predicated on their understanding of what it means to be a member of the STEM community. This association is consequential when considering the perpetuation of white male ownership of STEM knowledge and power that forces learners identifying with groups systemically marginalized by racial and gender discrimination to adopt particular norms, values, and behaviors to gain recognition. In effect, these expectations help to maintain masculinized Discourses as STEM professionals are encultured to apply the same recognition criteria to which they were judged themselves. We examine how these Discourses are maintained even as learners who identify with groups that carry histories of systemic marginalization by racist, sexist, and elitist practices gain access to STEM communities. Specifically, we explore how university STEM students attending a Hispanic Serving Institution in the United States articulate gendered expectations of STEM membership through their characterization of themselves and others as (not) STEM people. Drawing from theories in Discourse, social identity, and feminist critiques of science, we describe how students implicitly recognize STEM identity in gendered ways. We discuss how our findings illuminate the mechanisms by which STEM recognition is afforded by pointing to its dependence on masculinized displays of STEM performances, competence, and interests, leading to a cycle of marginalization as learners are encultured to perpetuate existing STEM Discourses in their recognition of others. We discuss research implications for measurements of STEM identity that do not account for gendered Discourses and offer practical implications for the design of learning experiences that co-opt existing Discourses to inoculate gendered perceptions of a STEM person prototype. Lastly, we present a case for elevating the role of maternal caregivers and family immigration histories in STEM identity construction."
No comments:
Post a Comment