Physics Question
1 Challenges Black Women Faced: A Critical Review of Research By Rosa and Mensah (2016) Timothy Caruthers San Diego State University PHYS-180B Professor Leduc 2 Challenges Black Women Faced: A Critical Review of Research By Rosa and Mensah (2016) The article “Educational Pathways of Black Women Physicists: Stories of Experiencing and Overcoming Obstacles in Life” explores the challenges faced by six Black women physicists in pursuing their careers and the strategies they used to overcome barriers. The article provides important insights into the intersecting obstacles these women faced due to both their race and gender, as well as highlighting the resilience and determination they exhibited in succeeding in a field where they were significantly underrepresented (Rosa & Mensah, 2016). This essay will focus on the experiences of two of the physicists discussed in the article – Allyson and Shanna – outlining the key challenges they faced, the factors and strategies that enabled them to overcome these obstacles, their current positions, and what ongoing challenges they likely still confront. Drawing on Allyson and Shanna’s experiences, this essay will also reflect on key learnings from their stories around the persistence of barriers for Black women seeking careers in STEM fields like physics and sources of resilience and support that can enable success. Allyson’s Experiences A key obstacle faced by Allyson early in her educational journey was differential treatment and lowered expectations from some teachers regarding her ability to excel in advanced science and mathematics courses. Despite coming from a middle-class family who strongly encouraged Allyson and her sister to develop strong skills in these areas, the article notes that “Teachers would challenge her presence in Advanced Placement (AP) classes and not offer her the same support they would for the White students” (Rosa & Mensah, 2016). This reflects the persisting issue of racial microaggressions and stereotype threat faced by 3 highachieving Black students, where teachers and wider society communicate that they are not expected to succeed in prestigious programs and careers. However, Allyson demonstrated strong persistence and self-efficacy in overcoming these discouraging barriers from teachers and persisting in advanced STEM coursework. This was enabled by strong family support for her academic abilities and participation in many extracurricular activities, as well as access to special summer programs targeting minority students, which further developed her mathematics, science and research skills. Attending a Historically Black College/University (HBCU) for her undergraduate degree also provided a more nurturing and supportive environment (Rosa & Mensah, 2016). However, the transition to a predominantly white graduate program institution posed new cultural and social challenges for Allyson, where she experienced competitiveness and exclusion of information and resources from white peers. She overcame these obstacles by forming strong connections with other Black graduate students facing similar issues (Rosa & Mensah, 2016). Currently, Allyson has succeeded in gaining a position researching and developing science and technology for the U.S. government. However, she likely still faces barriers as a Black woman pioneer in a white- and male-dominated field. Shanna’s Experiences Shanna also faced significant obstacles related to expectations and opportunities for Black students, particularly girls, to succeed in mathematics and science. Although her mathematically gifted aunt had broken barriers as the first Black student to access advanced courses at her school, the principal was originally unable to secure the same opportunity for Shanna’s aunt. Shanna attributed this to the persisting issue of structural racism at that time (Rosa 4 & Mensah, 2016). However, the principal later advocated for Shanna to access the same advanced courses. This demonstrated the continuing need, even for high-achieving Black students, for external advocacy and pressure to dismantle barriers to entry into elite STEM coursework and careers. Outside of school, expectations of gender roles also posed challenges for Shanna, who was discouraged from participating in activities like Lego, which were deemed only appropriate for boys. Like Allyson, Shanna was able to access specialized programs to increase minority representation, which supported her early interests and skills in mathematics and science throughout school (Rosa & Mensah, 2016). This confirmed her pathway towards declaring a STEM major in college alongside peers who participated in the same enrichment programs. Furthermore, in light of the lower numbers of minority students entering physics compared to engineering, Shanna was able to access additional funding and scholarships contingent on declaring a physics major (Rosa & Mensah, 2016). This highlights the pivotal role that targeted funding support programs play in dismantling financial barriers that disproportionately impact capable Black students from lower socioeconomic backgrounds in accessing STEM fields like physics. In graduate school, Shanna faced social exclusion and isolation, undermining her learning and well-being. Her marginalization from white and Asian peer study groups restricted her access to collaborative learning, resources and academic support networks. After failing her qualifying exams at her first institution, Shanna transferred to another university, where she employed deliberate strategies to break into study groups and build connections by attending social events (Rosa & Mensah, 2016). With demonstrated competence from her Master’s degree, she leveraged her knowledge and skills to eventually gain acceptance. Currently, Shanna has succeeded as a 5 professional physicist, although she still feels some exclusion, and she dedicates effort towards encouraging minority students to pursue STEM fields. Key Learnings A number of key insights can be drawn from the experiences of Allyson and Shanna into the persisting barriers and enablers shaping the journeys of Black women undertaking the challenging pathway towards professional physics careers. Their stories highlight the ongoing impacts of racial prejudice, stereotypes and systemic discrimination in steering capable Black students away from entering and remaining in STEM fields (Rosa & Mensah, 2016). Teacher attitudes, course entry barriers and norms of gender roles actively discourage Black girls from excelling and seeking careers in mathematics, science and related prestigious professions from a young age. Tertiary settings also often engrain cultures of exclusion and competitiveness, protecting the dominance of white and Asian students in physics departments. However, the women’s stories also demonstrate that strengths-based programs encouraging and nurturing minority students are pivotal enablers in dismantling destructive barriers. Specialized science camps, research funding opportunities and HBCUs play a key role in fostering self-efficacy, identity development and supportive communities that empower Black girls to defy social expectations and pursue their interest in science (Rosa & Mensah, 2016). Ensuring awareness and access to targeted funding is vital in eliminating financial barriers often faced by students of color. Peer community building amongst minority and female students also helps mitigate cultures of exclusion. Ultimately, the experiences of pioneering Black women psychologists like Allyson and Shanna highlight that enhancing the representation and inclusion of minority students remains an ongoing challenge. Their stories as ‘outsiders within’ the culture of science demonstrate the 6 persistence of systemic racism and the need for continued action across policy, programs and culture to value diversity in STEM fields. However, their tenacity and achievement also offer inspiration to current and aspiring Black girls and students to believe in their potential to succeed in physics professions. Conclusion This essay has explored insights from the article into the intersecting race and gender barriers faced by two Black women physicists in their journeys towards scientific careers, how they demonstrated resilience in overcoming obstacles, key enablers of their success, and ongoing issues they likely confront as professionals in a field dominated by white and male peers. Their stories offer important learnings around the tenacity of systemic barriers facing minorities entering STEM fields and highlight strengths-based approaches in policies, funding access, communal support and self-empowerment that can dismantle destructive barriers and foster diversity in academic and professional settings. Their experiences stand both as a reminder of the far reach that racial discrimination holds in discouraging and obstructing the success of people of color, as well as demonstrating that creating truly inclusive cultures requires commitment across all of society to see and nurture the potential in every student to excel in STEM fields like physics. 7 Reference Rosa, K., & Mensah, F. M. (2016). Educational pathways of Black women physicists: Stories of experiencing and overcoming obstacles in life. Physical Review Physics Education Research, 12(2), 020113. https://doi.org/10.1103/PhysRevPhysEducRes.12.020113
Collepals.com Plagiarism Free Papers
Are you looking for custom essay writing service or even dissertation writing services? Just request for our write my paper service, and we'll match you with the best essay writer in your subject! With an exceptional team of professional academic experts in a wide range of subjects, we can guarantee you an unrivaled quality of custom-written papers.
Get ZERO PLAGIARISM, HUMAN WRITTEN ESSAYS
Why Hire Collepals.com writers to do your paper?
Quality- We are experienced and have access to ample research materials.
We write plagiarism Free Content
Confidential- We never share or sell your personal information to third parties.
Support-Chat with us today! We are always waiting to answer all your questions.
