Stories in Relation to Power and Privilege: The Experiences of Racialized Students in STEM Education at a Western Canadian University
Date
2022-08-10
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Abstract
The experience of racialized students in university is an area that is not well understood in Canada, due to the lack of data on experience and concerns brought up by racialized students today. Postsecondary education is a time of transition and critical identity development, and identity can be a beneficial lens to understand racialized student experience in postsecondary education. The purpose of this research aims to bring attention to the experiences of racialized students in terms of the racism, lack of safety, profiling, and microaggressions they still face. The methodology used was qualitative, specifically ethnography. There were 132 survey respondents and 10 personal interviews conducted with STEM students in the undergraduate and graduate program who identified as racialized or a visible minority. In the analysis chapter, the survey and interview data are used to determine overarching themes that can then be used to improve the supports and experience of racialized students. Five themes were noted as common narratives during the data analysis: Representation/Recognition, Emotional Labour and Emotionality in Science, Safe Spaces, Geographical and Historical Identity, and Navigating University Norms. These themes are then used to offer some insights and interpretations that can be used to improve the experiences of racialized students.
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EDI, ESJ, STEM, Student Experience, Critical Race Theory, Science Identity, University Experience, Ethnography, Postsecondary Experience, Equity, Diversity, Inclusion, Social Justice, Canadian
Citation
Turner, K. L. (2022). Stories in Relation to Power and Privilege: The Experiences of Racialized Students in STEM Education at a Western Canadian University (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.