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Examining Allyship in STEM Higher Education
Examining Allyship in STEM Higher Education
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202105224
- ISBN
- 9798291566480
- DDC
- 620
- 저자명
- Clarke, Nagash.
- 서명/저자
- Examining Allyship in STEM Higher Education
- 발행사항
- [Sl] : University of Michigan, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 225 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-03, Section: B.
- 주기사항
- Advisor: Mondisa, Joi-Lynn.
- 학위논문주기
- Thesis (Ph.D.)--University of Michigan, 2025.
- 초록/해제
- 요약Even with interventions, such as affirmative action and bridge programs, minoritized students' participation and success rates in STEM higher education significantly lag behind those of their White and Asian counterparts. Research indicates that the persistence of this gap is due to systemic inequity along with other phenomena like racial microaggression and a lack of role models. Among various approaches to address the participation gap is racial allyship. Racial allyship is a mechanism through which groups with power and privilege-in this case, white men-support marginalized groups. White men can engage in allyship to help support and advocate for racially minoritized students and faculty and help to increase students' participation in STEM fields. There currently exists, however, a paucity of research addressing how white men engage in racial allyship in STEM Higher Education. In this work, I examined how white men in STEM higher education (undergraduates, graduate students, faculty, and staff) develop critical consciousness (i.e., how dominant groups reflect and act on systems of oppression that perpetuate their privilege), which is essential if they are to exercise allyship. To examine this problem in depth, I conducted three mixed methods studies using surveys, individual interviews, focus group interviews, and observations with white male participants. I analyzed the results using narrative, thematic, and critical discourse analysis methods. My study spanned an academic year and involved multiple interviews to ensure a rich and reliable data set. My findings suggest that white men may develop critical consciousness through critical racial dialogue with other white men and generative engagement with people of color. Some broader implications of this work may inform how white male allies might help to initiate and support activities that center students of color and promote safe and welcoming spaces for minoritized students and faculty across STEM fields.
- 일반주제명
- Engineering
- 일반주제명
- Education
- 일반주제명
- Higher education
- 일반주제명
- Educational sociology
- 키워드
- Allyship
- 키워드
- Racial ignorance
- 키워드
- Whiteness
- 기타저자
- University of Michigan Engineering Education Research
- 기본자료저록
- Dissertations Abstracts International. 87-03B.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■006m o d
■007cr#unu||||||||
■020 ▼a9798291566480
■035 ▼a(MiAaPQ)AAI32271833
■035 ▼a(MiAaPQ)umichrackham006416
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a620
■1001 ▼aClarke, Nagash.
■24510▼aExamining Allyship in STEM Higher Education
■260 ▼a[Sl]▼bUniversity of Michigan▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a225 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-03, Section: B.
■500 ▼aAdvisor: Mondisa, Joi-Lynn.
■5021 ▼aThesis (Ph.D.)--University of Michigan, 2025.
■520 ▼aEven with interventions, such as affirmative action and bridge programs, minoritized students' participation and success rates in STEM higher education significantly lag behind those of their White and Asian counterparts. Research indicates that the persistence of this gap is due to systemic inequity along with other phenomena like racial microaggression and a lack of role models. Among various approaches to address the participation gap is racial allyship. Racial allyship is a mechanism through which groups with power and privilege-in this case, white men-support marginalized groups. White men can engage in allyship to help support and advocate for racially minoritized students and faculty and help to increase students' participation in STEM fields. There currently exists, however, a paucity of research addressing how white men engage in racial allyship in STEM Higher Education. In this work, I examined how white men in STEM higher education (undergraduates, graduate students, faculty, and staff) develop critical consciousness (i.e., how dominant groups reflect and act on systems of oppression that perpetuate their privilege), which is essential if they are to exercise allyship. To examine this problem in depth, I conducted three mixed methods studies using surveys, individual interviews, focus group interviews, and observations with white male participants. I analyzed the results using narrative, thematic, and critical discourse analysis methods. My study spanned an academic year and involved multiple interviews to ensure a rich and reliable data set. My findings suggest that white men may develop critical consciousness through critical racial dialogue with other white men and generative engagement with people of color. Some broader implications of this work may inform how white male allies might help to initiate and support activities that center students of color and promote safe and welcoming spaces for minoritized students and faculty across STEM fields.
■590 ▼aSchool code: 0127.
■650 4▼aEngineering
■650 4▼aEducation
■650 4▼aEducational administration
■650 4▼aHigher education
■650 4▼aEducational sociology
■653 ▼aAllyship
■653 ▼aSTEM higher education
■653 ▼aStudents of color
■653 ▼aRacial ignorance
■653 ▼aWhiteness
■690 ▼a0537
■690 ▼a0515
■690 ▼a0514
■690 ▼a0745
■690 ▼a0340
■71020▼aUniversity of Michigan▼bEngineering Education Research.
■7730 ▼tDissertations Abstracts International▼g87-03B.
■790 ▼a0127
■791 ▼aPh.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17359847▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
