Search for: All records

This qualitative study examines how race/ethnicity and gender influence the transformation of student-faculty relationships into valued forms of social capital for students career-related opportunities career opportunities within Science, Technology, Mathematics, and Engineering (STEM) contexts. Through retrospective interviews with 40 STEM graduates, the data revealed: (1) that experiences of racism and sexism among women of color affected their ability to attend office hours and build strong relationships with professors; (2) that while White females experienced sexism from faculty, their White privilege lessened the negative effects associated with their gender; (3) that being exposed to diverse faculty facilitated conversations between female students and students of color and their professors about their career pathways; and (4) that the negative influence of race/ethnicity and gender on student-faculty relationships was alleviated, but not eliminated, through research engagement. 

This study seeks to investigate the nature of relationships within science, technology, engineering, and mathematics (STEM) majors and students’ subsequent career pathways. We interviewed 40 STEM graduates working in the greater Washington, DC area. Specifically, we examine social ties, and how both weaker, more casual social ties and strong, close social ties shape individuals’ experiences. Altogether, we hope to understand the forces that influence the formation, strength, duration, and impact of social ties within STEM. In particular, we are interested in the potential influence of inequality in experiences due to racism and sexism.