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Brenda Marina, Georgia Southern University
Betty Cox, Senior Editor, University of Tennessee at Martin
Young Imm Kang Song, Assistant Editor, Lesley University
While there is an expected demographic shift of the ethnic minority population in the United States to become the majority population by 2020, few minority women successfully attain baccalaureate degrees in science, technology, engineering, and mathematical (STEM) fields. To address this gap, this article employs critical race feminism and narrative analysis methods to examine minority women’s challenges while pursuing undergraduate STEM degrees. Findings suggest that limited access to the field, isolation and alienation, and affordability create barriers that result in many minority women leaving STEM majors. Implications for practice include targeted institutional efforts to increase recruitment and retention efforts towards degree attainment for minority women to achieve the national goal of increasing America’s global preparedness.
Minority Women, Science, Technology, Engineering, Math, STEM, Women of color, Global economy, Gender, Race, Ethnicity, Feminism
Disability and Equity in Education | Education | Gender and Sexuality | Race and Ethnicity | Science and Mathematics Education
McPherson, Ezella and Fuselier-Thompson, Diane R., "Minority Women in STEM: A Valuable Resource in the Global Economy" (2013). Journal of the International Association for the Study of the Global Achievement Gap. 5.