Stories in Relation to Power and Privilege: The Experiences of Racialized Students in STEM Education at a Western Canadian University

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dc.contributor.advisorAdams, Jennifer Dawn
dc.contributor.authorTurner, Kristal Louise
dc.contributor.committeememberEaton, Sarah Elaine
dc.contributor.committeememberSteinberg, Shirley
dc.date2022-11
dc.date.accessioned2022-08-22T16:58:38Z
dc.date.available2022-08-22T16:58:38Z
dc.date.issued2022-08-10
dc.description.abstractThe 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.en_US
dc.identifier.citationTurner, 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.en_US
dc.identifier.urihttp://hdl.handle.net/1880/115120
dc.identifier.urihttps://dx.doi.org/10.11575/PRISM/40156
dc.language.isoengen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjectEDIen_US
dc.subjectESJen_US
dc.subjectSTEMen_US
dc.subjectStudent Experienceen_US
dc.subjectCritical Race Theoryen_US
dc.subjectScience Identityen_US
dc.subjectUniversity Experienceen_US
dc.subjectEthnographyen_US
dc.subjectPostsecondary Experienceen_US
dc.subjectEquityen_US
dc.subjectDiversityen_US
dc.subjectInclusionen_US
dc.subjectSocial Justiceen_US
dc.subjectCanadianen_US
dc.subject.classificationEducation--Higheren_US
dc.subject.classificationEducation--Sciencesen_US
dc.subject.classificationEducation--Secondaryen_US
dc.subject.classificationHistory--Canadianen_US
dc.titleStories in Relation to Power and Privilege: The Experiences of Racialized Students in STEM Education at a Western Canadian Universityen_US
dc.typemaster thesisen_US
thesis.degree.disciplineEducation Graduate Program – Educational Researchen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameMaster of Arts (MA)en_US
ucalgary.item.requestcopytrueen_US
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