Advancing Antiracism, Diversity, Equity, and Inclusion in STEMM Organizations Beyond Broadening Participation (2023) / Chapter Skim
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4 Lived Experiences and Other Ways of Knowing in STEMM
4 Lived Experiences and Other Ways of Knowing in STEMM
Pages 86-100
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From page 86... ...
As such, the committee does not provide specific conclusions or recommendations associated with this chapter beyond an acknowledgment of the value of soliciting more voices to deepen our understanding of the lived experience of Black people and other systematically marginalized groups in STEMM organizations. There is growing recognition and an emerging evidence base that acknowledges the importance of documenting the lived experience in various fields and disciplines, including education (Orbe, 2008; San Miguel and Kim, 2015)
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INTERVIEWS: LIVED EXPERIENCES OF BLACK STEMM PROFESSIONALS To capture the lived experience and to provide a supplemental evidence base to the data presented in elsewhere in this report, the committee conducted a series of structured interviews with Black individuals with careers in STEMM. The STEMM professionals who were interviewed have reached elite levels of contribution in their respective fields.
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. These lived experiences emerged as reported in particular contexts, in response to open-ended questions, but with full knowledge of their intended audience.
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3 Chapter 5 includes additional evidence related to the concept of belonging. 4-4 Pre-Publication Copy, Uncorrected Proofs
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Racism and Racial Microaggressions Although interview participants were not specifically asked if they experienced racism or racist incidences, general questions about belonging and support (and likely the overall subject of the committee's work) elicited a number of examples.
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Some of the interview participants described their experiences at Historically Black Colleges and Universities (HBCUs) while others described their experiences at Predominantly White Institutions (PWIs)
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When you come from a predominantly African American college undergraduate where you had just a lot of support, a lot of friendships... and then all of a sudden, I arrive on campus at [PWI]
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And I had a few White male champions, one of whom became my main advisor, who I had met because I was in a summer program, the [REDACTED] summer research program for minorities and women...And he is still a mentor of mine.
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Interview participants described how this knowledge influenced their experiences. 4-9 Pre-Publication Copy, Uncorrected Proofs
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06-14-22 RT Interview 2 p.7] Money In addition to social capital, several interviewees discussed the role that capital resources played in their experiences.
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That diversity includes traditional quantitative methods as well as modelbased inquiry, Indigenous approaches, oral and community traditions, and interviews to capture lived experience. Model-based inquiry takes the premises of the standard scientific method and provides a different context and process for using them to build understanding: ….
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The committee also recognized it is important to continue collecting lived experiences and to include voices that are not well represented in the research including those of Black, Indigenous, and other minoritized individuals. In the context of the information gathered through the structured interviews with Black STEMM professionals and understanding the nature of evidence and multiple methods of gathering knowledge, the committee came to the following conclusion: CONCLUSION 4-1: Oral history and other means of exploring the lived experiences of scholars from historically and systemically minoritized groups in STEMM offer valuable 4-12 Pre-Publication Copy, Uncorrected Proofs
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. Igniting the sparkle: An Indigenous Science Education Model.
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2008. Theorizing multidimensional identity negotiation: Reflections on the lived experiences of first generation college students.
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