Publications

Resources

Below are a list of resources and cited sources frequently used in our work

Resources

Below are a list of resources and cited sources frequently used in our work

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Baber, L. D. (2015). Considering the interest-convergence dilemma in STEM education. The Review of Higher Education, 38(2), 251–270. https://doi.org/10.1353/rhe.2015.0004

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Battey, D., & Leyva, L. A. (2016). A framework for understanding Whiteness in mathematics education. Journal of Urban Mathematics Education, 9(2). Retrieved from http://ed-osprey.gsu. edu/ojs/index.php/JUME/article/view/294

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Bonilla-Silva, E. (2018). Racism without racists: Color-blind racism and the persistence of racial inequality in America. Lanham, MD: Rowman & Littlefield.

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Brown, B.A., Henderson, J.B., Gray, S., Donovan, B., Sullivan, S., Patterson, A. and Waggstaff, W. (2015), From description to explanation: an empirical exploration of the African-American pipeline problem in STEM, Journal of Research in Science Teaching, 53(1), pp. 146-177.

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Bullock, E. C. (2017). Only STEM can save us? Examining race, place, and STEM education as property. Educational Studies, 53(6), 628-641.

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Burt, B. A., Williams, K. L., & Palmer, G. J. (2018). It takes a village: The role of emic and etic adaptive strengths in the persistence of Black men in engineering graduate programs. American Educational Research Journal, 56(1), 39-74. https://doi.org/10.3102/0002831218789595

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Burt, B., McKen, A. S., Burkhart, J. A., Hormell, J., & Knight, A. J. (2016). Racial microaggressions within the advisor-advisee relationship implications for engineering research, policy, and practice. Paper presented at the ASEE’s 123rd Annual Conference and Exposition, New Orleans, LA. Retrieved from https://lib.dr.iastate.edu/edu_conf/1/

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Eagan, M. K., Jr., & Garvey, J. C. (2015). Stressing out: Connecting race, gender, and stress with faculty productivity. Journal of Higher Education, 86(6), 923–954.

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Garibay, J. C. (2018). Beyond traditional measures of STEM success: Long-term predictors of social agency and conducting research for social change. Research in Higher Education, 59(3), 349–381. https://doi.org/10.1007/s11162-017-9470-2

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Gholson, M. L., & Wilkes, C. E. (2017). (Mis)taken identities: Reclaiming identities of the “collective Black” in mathematics education research through an exercise in Black specificity. Review of Research in Education, 41(1), 228-252.

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National Science Foundation, National Center for Science and Engineering Statistics. (2016). Doctorate Recipients from U.S. Universities: 2015. Special Report NSF 17-306. Arlington, VA. Available at http://www.nsf.gov/statistics/2017/nsf17306/

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National Science Foundation, National Center for Science and Engineering Statistics. (2017). Women, Minorities, and Persons with Disabilities in Science and Engineering: 2017. Special Report NSF 17-310. Arlington, VA. Available at http://www.nsf.gov/statistics/wmpd/

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National Center for Science and Engineering Statistics. (2018). Scientists and Engineers Statistical Data System (SESTAT) [2018]. National Science Foundation. Retrieved from http://www.nsf.gov/statistics/sestat/

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National Center for Science and Engineering Statistics. (2019). Women, minorities, and persons with disabilities in science and engineering. Retrieved from https://ncses.nsf.gov/pubs/nsf19304/data

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Niemann, Y. F., & Sanchez, N. C. (2015). Perceptions about the role of race in the job acquisition process: At the nexus of attributional ambiguity and aversive racism in technology and engineering education. Journal of Technology Education, 27(1), 41-55. Retrieved from https://eric.ed.gov/?id=EJ1087889

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Roy, J. (2019). Engineering by the numbers. Washington, DC: American Society for Engineering Education. Retrieved from https://ira.asee.org/wp-content/uploads/2019/07/2018-Engineering-by-Numbers-Engineering-Statistics-UPDATED-15-July-2019.pdf

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Smith, W. A., Mustaffa, J. B., Jones, C. M., Curry, T. J., & Allen, W. R. (2016). “You make me wanna holler and throw up both my hands!”: Campus culture, Black misandric microaggressions, and racial battle fatigue. International Journal of Qualitative Studies in Education, 29(9), 1189–1209.

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Zambrana, R. E., Ray, R., Espino, M. M., Castro, C., Cohen, B. D., & Eliason, J. (2015). “Don’t Leave Us Behind” The Importance of Mentoring for Underrepresented Minority Faculty. American Educational Research Journal, 52(1), 40-72. Retrieved from 10.3102/0002831214563063.
disclaimer:
This work was supported by grant funding from the National Science Foundation. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
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