Role Models for Black Women in Science

1997 ◽  
pp. 136
Author(s):  
Susan A. Ambrose ◽  
Kristin L. Dunkle ◽  
Barbara B. Lazarus ◽  
Indira Nair ◽  
Deborah A. Harkus
Keyword(s):  
Black Women ◽  
Role Models ◽  
Women In Science

The community of Black women physicians, 1864–1941: Trends in background, education, and training

2021 ◽  
pp. 007327532098741
Author(s):  
Margaret Vigil-Fowler ◽  
Sukumar Desai
Keyword(s):  
Black Women ◽  
African American Women ◽  
Large Scale ◽  
School Attendance ◽  
White Men ◽  
Second World War ◽  
Women In Science ◽  
Women Physicians ◽  
Internship Experience ◽  
Second World

We identified nearly 180 Black women who earned medical degrees prior to the start of the Second World War and found information regarding their family and social connections, premedical and medical educations, and internship experience or lack thereof for many of these women. Through their collective history, we observed large-scale trends, especially regarding the importance of “separatist” medical education and declining medical school attendance among African American women in the 1910s as medicine became an increasingly exclusionary profession. While our research uncovered trends specific to Black women physicians, the implications of our research can be applied far more widely to other historically marginalized scientific practitioners. This research reminds us of the longstanding and shifting presence of Black women in science and medicine, despite the enduring popular belief that white men represent who participates in science, both historically and today.

Resilient Leadership: A Phenomenological Exploration Into How Black Women in Higher Education Leadership Navigate Cultural Adversity

2021 ◽  
pp. 002216782110030
Author(s):  
Nuchelle L. Chance
Keyword(s):  
Higher Education ◽  
Black Women ◽  
Stereotype Threat ◽  
Role Models ◽  
Education Leadership ◽  
Higher Education Leadership ◽  
Women In Leadership ◽  
Women In Higher Education ◽  
Motivation Factors ◽  
Resilient Leadership

This article explores adversity and the lived experiences of Black women in higher education leadership. Using phenomenology, this study specifically explores how Black women in higher education leadership navigate the adverse challenges of intersectionality, stereotype threat, and tokenism. Black women in leadership undergo adversity including limited role models, the concrete ceiling, and the intersectionality of racism, sexism, and ageism, as well as tokenism. The current findings validate that Black women in higher education leadership experience adversity. Some of the more salient codes that emerged were discrimination such as racism, sexism, ageism, and the intersection of these challenges with identity, cultural diversity and belonging, resilience, and leadership callings. Referred to as “superwomen,” Black women are resilient and strong. The results of this study reveal that Black women use adversity as fuel, thus helping them develop the necessary skills to prepare them for leadership. Their strength through adversity is driven by the resilience that has manifested as motivation factors such as family and relationships, mentorship and sponsorship, as well as the support of cultural identity and diversity. The current findings support the notion that adversity shapes Black women into leaders with an emphasis on higher education leadership.

#SayHerName: Black Women Physical Education Teachers of the Year

2021 ◽  
pp. 1-10
Author(s):  
Tara B. Blackshear
Keyword(s):  
Black Women ◽  
Physical Education ◽  
Critical Race Theory ◽  
Role Models ◽  
Culturally Responsive ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Teachers Of The Year ◽  
Women's Voices ◽  
Group Interviews

Purpose: Black women are devalued in many aspects of American culture—physical education (PE) is no exception. Platforms to celebrate Black women’s excellence in PE are scarce. Drawing on Black feminist thought and critical race theory, the purpose of this article is to describe and explain the experiences of Black women physical educators who earned PE Teacher of the Year. Participants: Two Black women share their experiences as physical educators and PE Teachers of the Year. Methods: Qualitative narrative inquiry consisting of semistructured, virtual group interviews was employed. Results: Four core themes were identified: (a) invisibility, (b) superwoman syndrome, (c) affirming role models, and (d) culturally responsive pedagogies. Discussion/Conclusion: Elevating Black women’s voices in PE requires a deconstruction of limited exposure opportunities. Normalizing Black excellence in PE acknowledges that Black women’s intersectionalities create enormous challenges yet foster students’ success. Black women physical educators benefit students and society.

Resources for Historical Background

2012 ◽  
Author(s):  
Jeannette Brown
Keyword(s):  
United States ◽  
Black Women ◽  
Women Scientists ◽  
The United States ◽  
Women In Science ◽  
Black College ◽  
Background Information ◽  
History Of ◽  
Worth Reading ◽  
Background History

Many historians have written about the history of African Americans in science, but most of the articles focus only on the men and very little is written about the women. It would take additional research to find information pertaining only to the women. However, since both men and women lived through the same era, much of what affected the men also affected the women. The background information about black women chemists could probably fit into another book or at least a paper, but that was not within the scope of this book. Dr. Wini Warren, author of Black Women Scientists in the United States, did some extensive research on the background history of black women in science, which she planned to put into a future book; due to health problems it was never written. However, the Introduction to Dr. Warren’s book is well worth reading for some of the background history of the women. The endnotes in that chapter provide an extensive bibliography about the history of blacks in science. In addition, Dr. Warren includes an extensive discussion about the background history of black women scientists in the introduction of her thesis, “Hearts and Minds: Black Women Scientists in the United States 1900–1960.” Sisters in Science by Diann Jordan features author interviews of black women scientists, some of whom are chemists. The Introduction of her book, discusses the background history. Dr. Jordan also includes a history of black colleges in the section “The Role of the Black College in Educating African American Scientists.” Since many of the women in this book had their first college education in a black college, it is worth reading. Information about several of the African American women chemists in this book can be found in Contributions of Black Women to America, Volume 2. The Introduction and Chapter 1 in the “Science” section give some background information about the history of women in science.

Fabricating black modernity: Fashion and African American womanhood during the first great migration

2019 ◽  
Vol 6 (2) ◽  
pp. 239-260
Author(s):  
Einav Rabinovitch-Fox
Keyword(s):  
Black Women ◽  
African Americans ◽  
Civil Rights ◽  
Role Models ◽  
Jim Crow ◽  
Public Attention ◽  
Women's Bodies ◽  
The North ◽  
American Society ◽  
Racial Progress

The early twentieth century was a time of great influx in America. Shifting demographics in the 1910s and 1920s, most notably the migration of thousands of African Americans from the rural South to the urban centres of the North, opened economic and leisure possibilities that provided new spaces to define black modernity and its role in shaping American identity. Debates over black women’s bodies, clothing, hair, and general appearance stood at the centre of public attention and political discourse over gender and race equality, forming a realm where African Americans could challenge white racist stereotypes regarding black femininity and beauty, as well as a means through which they could claim new freedoms and achieve economic mobility. Middle-class reformers, young black migrants, as well as new role models such as female performers and blues singers, all used dress and appearance to redefine notions of beauty, respectability and freedom on their own terms. For these women, fashions became intertwined with questions of racial progress and inclusion in American society, offering a way to lay claims for equal citizenship that moved beyond individual expressions and preferences. This article highlights the place of fashion as a critical political realm for African Americans, who were often barred from access to formal routes of power in the era of Jim Crow. Shifting the perspective beyond official forms of civil rights activism, it argues that fashion enabled black women to carve new positions of power from which they could actively participate in gender and racial politics, demanding their equal place in American society.

scholarly journals Catch 22 — improving visibility of women in science and engineering for both recruitment and retention

2019 ◽  
Vol 18 (04) ◽  
pp. C05
Author(s):  
Laura Fogg-Rogers ◽  
Laura Hobbs
Keyword(s):  
Self Efficacy ◽  
Role Models ◽  
Women In Science ◽  
Social Connections ◽  
Science And Engineering ◽  
Female Role ◽  
Representation Of Women ◽  
Scientists And Engineers ◽  
Catch 22 ◽  
Female Scientists

There is a significant under-representation of women in STEM which is damaging societal progress for democratic, utilitarian, and equity reasons. However, changing stereotypes in STEM requires a solution denied by the problem — more visible female role models. Science communicators are critical to curate the conditions to bypass this Catch 22. We propose that enhancing self-efficacy for female scientists and engineers to mentor others will generate more supportive workplaces. Similarly, enhancing self-efficacy for public engagement improves the visibility of diverse female role models for young girls. These social connections will ultimately improve the science capital of girls and other minorities in STEM.

scholarly journals Perspectives on Aging Well Among Older Black Women in the US

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 873-873
Author(s):  
Jacquelyn Coats
Keyword(s):  
Black Women ◽  
Role Models ◽  
Healthy Aging ◽  
Later Life ◽  
Personal Control ◽  
Constructivist Grounded Theory ◽  
Theory Approach ◽  
Cultural Aspects ◽  
Urban City ◽  
Aging Well

Abstract Despite changes in the demography of older Black women who are living longer, there is limited research on how older Black women conceptualize and understand successful and healthy aging. The objective of this presentation is to interrogate the meaning and cultural aspects of aging among older Black women, gaining insight into how gender and race operate and intersect to shape experiences and perceptions of aging. Using an intersectionality framework, this qualitative study was conducted with three older Black women. The women ranged in age from 58-65 years old, each residing in an US urban city (Detroit, St. Louis, Atlanta). Data were collected between October and November 2020, using a semi-structured, open-ended interview protocol to encourage participants to provide in-depth descriptions of how they conceptualized aging. Interviews were between 2 – 2.5 hours, conducted via videoconferencing, and audio-recorded for transcription. Participants discussed: the life experiences that have shaped their ability to age well; what it means to age well, and factors that might hinder someone from aging well. Transcripts were coded using a constructivist grounded theory approach. Results revealed six themes Black women in later life identify: aging well, aging as a mindset, independence and freedom, authenticity, personal control and preparation, and aging role models. This extends the knowledge base on how older Black women view aging and factors that enhance or diminish their ability to age well. Results from this study can be used to enhance the development of public health and social work interventions with older Black women.

Recommendation for combatting the diversity crisis in Geography, Earth and Environmental Science research; perspectives from the UK

2021 ◽  
Author(s):  
Alicia Newton ◽  
Natasha Dowey ◽  
Jenni Barclay ◽  
Ben Fernando ◽  
Sam Giles ◽  
...  
Keyword(s):  
Black Women ◽  
Ethnic Diversity ◽  
Role Models ◽  
Environmental Science ◽  
Research Training ◽  
Physical Geography ◽  
Barriers To Entry ◽  
Effective Practice ◽  
Research Perspectives ◽  
Minority Ethnic

<p>The roots of modern geoscience lie in early colonial principles that land could belong to those willing to use its products, regardless of indigenous territories and practices. The production of geoscience knowledge has therefore been historically tied to a desire to explain the distribution and extractability of resources, largely for the benefit of the colonising force. This knowledge now has an essential role to play in equitable and sustainable development, but it cannot be successfully applied without diverse representation amongst geoscientists. However, Geoscience in the Global North is disproportionately white. Following on from the work of Bernard and Cooperdock in the USA, we highlight dismal representation data from Geography, Earth and Environmental Science (GEES) disciplines in UK HE and make recommendations for positive action based on evidenced effective practice.</p><p>Geography, Earth and Environmental Sciences are the three worst Physical Science subjects for Black, Asian and Minority Ethnic student undergraduate participation in UK HE, and are very poor for retention of these students into postgraduate research (PGR). Physical Geography had just 5.2% PGR students who identified as Black, Asian, Mixed or Other (HESA data categories) in 2018/19. On average, over the past 5 years just 1.4% of postgraduate Geology PGR students were Black (HESA, 2020). By comparison, in the 2011 Census, 18.5% of UK 18-24 year olds were from Black, Asian or Minority Ethnic backgrounds, and 3.8% were Black. In two years out of the last five, no Black women have started PGR study in Geology or Physical Geography. Retention of Black, Asian and Minority Ethnic Physical Geography and Environmental Science students into PGR was worse in 2018/2019 than over the five years from 2014 to 2019; the situation is not improving with time (HESA, 2020)</p><p>We summarise well-documented factors involved in inequity in research training across UK HE, and review subject-specific structural and cultural barriers to ethnic diversity<sup></sup>in GEES subjects. These include early pipeline issues around access to nature, a scarcity of diverse role models, careers perceptions, and a lack of acknowledgement that the geosciences are deeply rooted in colonialism and white power.</p><p>Our recommendations are wide-reaching, and build upon effective practice elsewhere. We take a whole-pipeline approach, making proposals that include both advocacy to remove barriers to entry (for example by combatting structural bias in application processes and accreditation requirements), and action to broaden participation (for example, by creating paid ambassador and internship schemes, and through decolonisation and inclusive pedagogic redesign).</p><p>We must acknowledge the hostile environments that deter ethnic minority students from applying to, and continuing with, our discipline.  We must address bias and be actively anti-racist.  We must act now, to create a modern geoscience research culture that reflects the diverse nature of the planet we study.</p>

“Squeezing the Life Out of Each Day”: Emerging Adult Women’s Work-Family Expectations in STEM

2021 ◽  
pp. 216769682199091
Author(s):  
Sarah E. Thoman ◽  
Amber K. Stephens ◽  
Rachael D. Robnett
Keyword(s):  
Family Conflict ◽  
Role Models ◽  
Work And Family ◽  
Women In Science ◽  
Women In Stem ◽  
Work Family Conflict ◽  
Academic Attitudes ◽  
Stem Retention ◽  
Work Family ◽  
Future Work

Work-family conflict can create challenges for women in science, technology, engineering, and math (STEM) careers. Little is known, however, about how young women in STEM reason about future work-family conflict. The current study examines work-family conflict expectations among undergraduate and graduate women in STEM. Participants ( N = 156) responded to open- and closed-ended survey questions about work-family conflict and academic attitudes. Qualitative analyses revealed two orientations relative to work-family conflict. Women with a challenge orientation anticipated work and family strain, whereas women with an opportunity orientation anticipated that balancing work and family would enhance their lives. Women differed in the strategies they planned to employ to resolve future work-family conflict and in their levels of quantitative constructs such as STEM identity. Findings suggest avenues for improving STEM retention such as mentoring interventions with exposure to role models who are balancing work and family.

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