There has been and continues to be a substantial amount of work done to encourage, support, and retain women in mathematics. However, very little has been written about the faculty leading these gender-based initiatives, most of whom are women. This dynamic--women advocating on behalf of other women--is connected to identity-based activist…

The underrepresentation of female faculty in science, technology, engineering, and mathematics (STEM) disciplines is a globally acknowledged gender equity concern; however, it remains under-researched in post-Soviet contexts. Using a theoretically informed analysis, this paper explores how female STEM faculty members navigate their gender…

Success in STEM-based fields provides a path to highly regarded and powerful positions in society. Hegemonic structures of society have excluded women and other non-hegemonic groups from these fields and from recognition in these fields. Between 1903 and 2018 the Nobel Prize for Physics was awarded 113 times to 212 individuals. Marie Curie was…

Gender bias underlying discrimination against women are particularly salient in STEM higher education. Complementing top-down measures to mitigate these issues identified in the extant literature, we aim to highlight a complementary bottom-up approach. First, to elicit gender stereotypes and gender bias in STEM, we conducted a group concept…

There is a mountain of evidence demonstrating that students with marginalized, i.e. purposefully socially excluded, identities experience significantly worse academic and social outcomes in STEM disciplines. However, there has been less attention on how white women, who experience sexism due to their gender but are privileged due to their race,…

Women's persistence in science, technology, engineering, and mathematics (STEM) has been widely researched in educational settings, whereas less is known about their STEM persistence after graduation. Drawing on social cognitive career theory and in-depth semi-structured interviews with twenty women graduates majoring in STEM fields, this article…

In this project, I examine the emotional and lived experiences of women of color (WOC) graduate students in science, technology, engineering, and mathematics (STEM) and how they embody and negotiate racism, classism, and sexism in academia, particularly in White, men-dominated STEM spaces. I utilize critical race theory and intersectionality to…

Introductory mathematics courses, including precalculus and calculus, largely influence Black and Latin* students' persistence and sense of belonging in STEM. However, prior research on instruction in these courses for advancing more equitable outcomes is limited. This paper presents findings from a study of 18 Black and Latina/o students'…

This study examines data from a participatory research action study on the experiences of underrepresented students in Science, Technology, Engineering, and Mathematics (STEM) fields at a small liberal arts college in the United States. Our analysis aims to move away from the framework that students needed to be taught how to cope with and…

The research apprenticeship is a situated form of learning that can be effective in connecting learners to science. It is commonly assumed that this pathway is characterised by power transitions from those positioned as experts to those positioned as novices, yet power and positionality during a research apprenticeship have rarely been explicitly…

Excellence has become a 'hoorah' word which is widely used in higher education institutions to legitimate practices related to the recruitment/progression of staff. It can be seen as reflecting an institutionalised belief that such evaluative processes are unaffected by the social characteristics of those who work in them or their relationships…

Informed by Black feminist thought and intersectional feminism, this study examined the lived experiences of 12 Women of Color on community college STEM education pathways. Participants were current and former community college STEM students, whose narrative interviews were analyzed using Patricia Hill Collins's domains of power framework.…

Background: Scholars have analyzed the possibilities that robotics-centered learning programs offer, including opportunities for developing collaboratively and engaging in authentic STEM professional practice. This work adds a sociopolitical perspective, explicating a case of a newcomer to a robotics team that elucidates the nuances of…

Academic capitalism is an outcome of the interplay between neoliberalism, globalisation, markets and universities. Universities have embraced the commercialisation of knowledge, technology transfer and research funding as well as introducing performance and audit practices. Academic capitalism has become internalised as a regulatory mechanism by…

This phenomenological research explored how Asian female international students (AFISs) understand the role of gender in their program experiences and how they cope with the challenges derived from their multiple marginalities-- gender, foreign nationality, and race/ethnicity. Based on in-depth interviews with 21 Asian female international…