Feeling like an “Alien” or “Family”? Comparing students and faculty experiences of diversity in STEM disciplines at a PWI and an HBCU
Abstract
This qualitative exploration of diversity experiences among undergraduate and graduate students and faculty in STEM disciplines at a predominantly White institution (PWI) and a historically Black college or university (HBCU) in a Mid-Atlantic state finds that the level of diversity and inclusiveness may matter to how Students of Color experience inclusion in their academic programs. Participants at the PWI described feeling excluded, voicing concerns about institutional struggles with creating an inclusive campus climate; whereas, participants at the HBCU perceived STEM disciplines to be diverse and viewed their programs and the institution as supportive of their needs.
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Carlone, H. B., & Johnson, A. (2007) · Journal of Research in Science Teaching · doi:10.1002/tea.20237 · Cited by 2,433 · see citing works
Ong, M., Wright, C., Espinosa, L., & Orfield, G. (2011) · Harvard Educational Review · doi:10.17763/haer.81.2.t022245n7x4752v2 · Cited by 974 · see citing works
Rankin, S. R., & Reason, R. D. (2005) · Journal of College Student Development · doi:10.1353/csd.2005.0008 · Cited by 550 · see citing works
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Racism camouflaged as impostorism and the impact on Black STEM doctoral students
McGee, E. O., Botchway, P. K., Naphan-Kingery, D. E., Brockman, A. J., Houston, S., & White, D. T. (2022) · Race Ethnicity and Education · doi:10.1080/13613324.2021.1924137 · Cited by 118 · see citing works
Williams, K. L., & Taylor, L. D. (2022) · Journal of Women and Minorities in Science and Engineering · doi:10.1615/jwomenminorscieneng.2022036596 · Cited by 20 · see citing works
Reframing the impostor phenomenon for Black college students
Connaught, G. (2024) · Journal of Perspectives in Applied Academic Practice · doi:10.56433/pv5se246 · Cited by 2 · see citing works
“As a result of these racialised experiences, Black/African American college students may experience feelings of isolation, tokenisation, a diminished sense of belonging, and feelings of being an impostor (Mwangi et al., 2018; Rankin & Reason, 2005; Winkle-Wagner & McCoy, 2016).”
- Authors
- Winkle-Wagner, R., & McCoy, D. L.
- Affiliations
- University of Wisconsin–Madison (US)
- University of Tennessee at Knoxville (US)
- Corresponding author
- Winkle-Wagner, Rachelle
- Venue
- Race Ethnicity and Education
- Publisher
- Informa UK Limited
- Published
- 2016-11-07
- Volume
- 21
- Issue
- 5
- Pages
- 593-606
- ISSN
- 1361-3324 (ISSN-L)
- 1470-109X
- OpenAlex
- W2556715871
- Cited by
- 91
- References
- 3
- Citations by year
- 2026: 3 · 2025: 6 · 2024: 14 · 2023: 17 · 2022: 19 · 2021: 20 · 2020: 6 · 2019: 4 · 2018: 2
- FWCI
- 5.72
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Race Ethnicity and Education (publishedVersion)
- Scholar Commons (University of South Carolina) (submittedVersion)
- Funders
- National Science Foundation (Delaware EPSCoR RII Sub-Award)
- Topics
- Social Sciences › Sociology and Political Science › Critical Race Theory in Education
- Social Sciences › Safety Research › Career Development and Diversity
- Social Sciences › Education › Higher Education Research Studies
- Keywords
- diversity in STEM, inclusion, predominantly white institutions, historically Black colleges and universities, students of color, faculty experiences, undergraduate and graduate students, campus climate, sense of belonging, racial identity
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