Asee peer logo

From De Facto To De Jure and Beyond. It’s More Than Just Weather. What The “Chilly” Climate Really Feels Like for Black Doctoral Students in STEM

Download Paper |

Conference

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Location

Arlington, Virginia

Publication Date

February 25, 2024

Start Date

February 25, 2024

End Date

February 27, 2024

Conference Session

Track 1: Technical Session 5: From De Facto To De Jure and Beyond. It's More Than Just Weather. What The "Chilly" Climate Really Feels Like for Black Doctoral Students in STEM

Tagged Topics

Diversity and CoNECD Paper Sessions

Page Count

19

DOI

10.18260/1-2--45455

Permanent URL

https://peer.asee.org/45455

Download Count

34

Request a correction

Paper Authors

author page

Dreama Heaven Rhodes Arizona State University

biography

Motahareh Darvishpour Ahandani Arizona State University, Polytechnic Campus

visit author page

Motahareh Darvishpour Ahandani is currently pursuing her Ph.D. in Engineering Education Systems and Design at Arizona State University. Serving as a research assistant, she brings with her six years of industry experience as a woman engineer. Her research interests focus on the mental health of international engineering graduate students, with a particular emphasis on the experiences of international women of color. Darvishpour Ahandani is deeply committed to improving the well-being of underrepresented groups in STEM, a mission with which she personally identifies.

visit author page

biography

Brooke Charae Coley Arizona State University

visit author page

Brooke C. Coley, Ph.D. is Founding Executive Director of the Center for Research Advancing Racial Equity, Justice, and Sociotechnical Innovation Centered in Engineering (RARE JUSTICE)—an unprecedented testbed for innovating and modeling antiracist and equitable engineering futures—and Assistant Professor of Engineering, both at Arizona State University. Across several national projects funded primarily by the National Science Foundation, Dr. Coley’s research lies at the intersection of racial equity, mental health and qualitative research methods encompassing critical theory, participatory action research, and arts-based research methods. Her work is anchored in an intentional amplification of the voices of minoritized populations in STEM with the goal of informing disruption of the pervasive systemic inequities found in racialized organizations such as institutions of higher learning. Leveraging the outcomes of this work, Dr. Coley will continue to create exemplars of equity in action across realms of the academic enterprise—lived experience and restorative justice, scholarship generation and metrics, and rewards systems and structures. Dr. Coley recently received the 2021 Diversity and Inclusion Award from the Ira A. Fulton Schools of Engineering for her commitment to creating and fostering a diverse and inclusive environment. Dr. Coley earned her Doctor of Philosophy degree in Bioengineering with a concentration in Biomechanics from the University of Pittsburgh. She also completed her Bachelor of Science in Chemical Engineering at the University of Maryland Baltimore County as a Meyherhoff Scholar.

visit author page

biography

Kerrie G Wilkins-Yel

visit author page

Dr. Kerrie G. Wilkins-Yel is an Associate Professor of Counseling Psychology at the University of Massachusetts Boston.

visit author page

biography

Jennifer M Bekki Arizona State University

visit author page

Jennifer M. Bekki is an Associate Professor in The Polytechnic School and the Associate Dean of Inclusive Excellence within The Fulton Schools of Engineering. Her research aims to understand and address inequities arising from racism and sexism within STEM graduate education.

visit author page

author page

Dailynne Major

author page

Nicholas A Smith

biography

Debalina Maitra Arizona State University, Polytechnic Campus

visit author page

Debalina Maitra is a Post-doctoral Research Associate at ASU. Prior to her current role, Debalina Maitra was employed by CAFECS (Chicago Alliance for Equity in Computer Science), a NSF-funded Research Practice Partnership, for almost two years. She compl

visit author page

biography

Juan David Gutierrez University of Massachusetts Boston

visit author page

Dr. Gutierrez is an emergent scholar and researcher in the field of applied linguistics, with a profound focus on educational transitions and the intricate dynamics of secondary, tertiary, and graduate levels of learning in the United States. His passion lies in exploring the complexities of multilingual racialized communities, addressing the challenges posed by the unequal distribution of educational resources and opportunities.
With a deep commitment to promoting inclusivity and empowerment, Dr. Gutierrez centers his research on amplifying student voices and valuing the significance of lived experience in shaping educational trajectories. His expertise in narrative and counter-storytelling methodologies has paved the way for a deeper understanding of the experiences and perspectives often marginalized in educational discourse. Dr. Gutierrez is committed to creating a more equitable educational landscape as a testament to his dedication to fostering transformative change.

visit author page

Download Paper |

Abstract

The STEM culture has long been described as “chilly,” which ambiguously describes the lived reality for Black members of our academic communities. This paper provides current (e.g., pseudo-post COVID-19 pandemic, pseudo-post Donald Trump presidency, and pseudo-post the country’s racial reckoning initiated in 2020 after the murder of George Floyd) and operationalization of the “chilly” climate descriptor and its impact on the lived experiences of Black doctoral students. We report on findings from interviews with n = 4 Black doctoral students in STEM, two who attend Traditionally White Institutions (TWIs), and two who attend Historically Black Colleges and Universities (HBCUs). Reported in this paper is a thematic analysis of their descriptions of their " chilly" institutional department / climate. Two themes are described. The first discusses what other students receive that Black doctoral students did not receive, and the second discusses experiences that Black doctoral students endured (e.g., invisible labor, inequitable distribution of financial resources) that other students did not. Our findings challenge institutions to acknowledge that Black doctoral students experience unique stressors and to respond to that awareness through institutional cultural shifts that transform STEM programs into spaces where Black students are supported, acknowledged, and celebrated.

Rhodes, D. H., & Darvishpour Ahandani, M., & Coley, B. C., & Wilkins-Yel, K. G., & Bekki, J. M., & Major, D., & Smith, N. A., & Maitra, D., & Gutierrez, J. D. (2024, February), From De Facto To De Jure and Beyond. It’s More Than Just Weather. What The “Chilly” Climate Really Feels Like for Black Doctoral Students in STEM Paper presented at 2024 Collaborative Network for Engineering & Computing Diversity (CoNECD), Arlington, Virginia. 10.18260/1-2--45455

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2024 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015