Ahmad, A. S. (2020). A survival guide for Black, Indigenous, and other women of color in Academe.The Chronicle of Higher Education. Link to Article
- This article offers advice to BIPOC women in academia on how to identify racism and gaslighting, as well as advice on how these women can care for their own wellbeing.
Alfred, M. V., Ray, S. M., & Johnson, M. A. (2018). Advancing Women of Color in STEM: An Imperative for U.S. Global Competitiveness. Advances in Developing Human Resources, 21(1), 114–132. Link to Article
Bilimoria, D., Joy, S., & Liang, X. (2008). Breaking barriers and creating inclusiveness: Lessons of organizational transformation to advance women faculty in academic science and engineering. Human Resource Management, 47(3), 423–441. Link to Article
- This article emphasizes the importance of representation and the participation of women and provides a guideline to breaking down barriers and improve prevailing structures. The highlight of this article is the recommendations that it makes for institutional transformation as well as the recommendation for HR practitioners and organizational leaders in academia.
Chatelain, M., Early, G., Blaine, K. N., Clair, M., Emily, B., Bradley, S. M., … Foley, N. F. (2019). Being a Black academic in America. The Chronicle of Higher Education. Link to Article
- This article compiles a series of interviews of African American graduate students, junior faculty, and senior faculty on what it’s like to be a Black academic today. More specifically, these academics were asked to discuss this topic through the lens of the recent admissions-bribery scandal.
Delapp, R. C. T. & Williams M. T. (2015). Professional challenges facing African American psychologists: The presence and impact of racial microaggressions. Professional & Legislative Issues, 101-105. Link to Article
- The article discusses how racial microaggressions are commonplace and dealing with these experiences are an extra burden that African American psychologists have to carry as they navigate the realms of academia.
Eberhardt, J. L. (2020). Biased: Uncovering the hidden prejudice that shapes what we see, think and do. Penguin Random House. Link to Book
- Description: “From one of the world’s leading experts on unconscious racial bias come stories, science, and strategies to address one of the central controversies of our time.”
Gupta, S. (2015). Study: 100% of women of color in STEM experience bias. Fortune. Link to Article
- This article centers around a study conducted by Dr. Joan Williams who interviewed 60 women of color in STEM and surveyed 557 other women (of all races). From the findings, 100% of the women of color reported experiencing gender bias, while 93% of white women reported experiencing gender bias.
Harper, S. R. (2012). Race without racism: How higher education researchers minimize racist institutional norms. The Review of Higher Education, 36(1S), 9–29. Link to Article
- This article argues that in order to advance beyond the racial disparities that exist within institutions of higher education towards a version that is truly equitable and inclusive, we must acknowledge racism and its harmful effects on people in higher education. The findings in the article support the notion that most higher education researchers have attempted to account for the existing racial disparities without taking into consideration racist institutional practices that undermine equity and diversity.
Johnson, L., Thomas, K. M., & Brown, L. (2017). Women of color in the STEM academic workplace. In J. Ballenger, B. Polnick, & B. Irby (Eds.), Women of color in STEM: Navigating the workforce. (pp. 39–56). IAP Information Age Publishing. Link to Book
- This article is a chapter from the book titled “Women of Color in STEM: Navigating the workforce in which the authors frame the “experiences of women of color in STEM workplaces within the context of being highly underrepresented workers.”
LaCosse, J., Sekaquaptewa, D., & Bennett, J. (2016). STEM Stereotypic Attribution Bias Among Women in an Unwelcoming Science Setting. Psychology of Women Quarterly, 40(3), 378–397. Link to Article
- The article argues that those interested in increasing retention of women in STEM majors should develop strategies designed to reduce internal attributions for women’s setbacks among women facing negative STEM environments and should cultivate a more positive climate for women in STEM fields.
Mercado-Lopez, L. (2020). Want to retain faculty of color? Support them as faculty of color. Medium. Link to Article
- The author of this article makes a call to action for universities to recognize, endorse, and invest in faculty of color as faculty of color. The author argues that currently, academia celebrates the presence of non-white people until the moment those people share what they understand about to the institution operates, and that valuing faculty of color means to change the language about them from “having diverse perspectives” to “embodying critical knowledges.”
Ong, M., Smith, J. M., & Ko, L. T. (2017). Counter spaces for women of color in STEM higher education: Marginal and central spaces for persistence and success. Journal of Research in Science Teaching, 55, 206–245. Link to Article
- From the abstract: “This article explores the struggles of women of color that threaten their persistence in STEM education and how those struggles lead them to search out or create counterspaces (safe spaces)." It also examines the ways that counterspaces operate for women of color in STEM higher education, particularly how they function as havens from isolation and microaggressions.
Pittman, C. T. (2010). Exploring how African American faculty cope with classroom racial stressors. The Journal of Negro Education, 79, 66-78. Link to Article
- This study examined how African American faculty discussed coping strategies with racially stressful classroom in a series of focus groups. The study found that these faculty members coped by creating a safe space for students, adopting assertive actions in the classroom to establish themselves as an authority, questioning the thinking of their students, and focusing on their learning goals for students.
Sekaquaptewa, D. (2019). Gender-based microaggressions in STEM settings. NCID Currents, 1(1). Link to Article
- This article seeks to inform and raise awareness of the gender-based microaggressions that can often manifest in STEM setting.