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How to Stop Internalizing Microaggressions
... There is a demonstrated need to increase the participa-tion of Black girls in STEM fields, specifically in engineering, computer science, and the physical sciences (King and Pringle, 2019, page 540). Black women often experience racial and gendered biases throughout their educational journey that push them out of careers in these fields, including Black science and mathematics teachers (Crawford, 2020;McGee and Bentley, 2017). Issues of educational equity are deeply connected to the institutions and systems we interact with in our everyday lives, specifically in the cultural practices that these communities engage in that support or restrict Black women from participating in STEM education (Bell et al., 2017). ...
... Racial Demographics of Math and Science Teachers inAMP! vs. Texas, from 2014-2020 ...
Scholarly writing is traditionally written and reviewed with a positivist mindset, based on ideas of universal truths that typically remove subjectivisms, cultural experiences, and marginalized voices from the writing process. Writing in this manner fails to recognize how the societal and internalized ideas of white dominance can negatively influence how Black, Indigenous, and People of Color (BIPOC) understand academic writing. Challenging this limited view of academic writing is essential; otherwise, rising BIPOC scholars may learn to withhold their voices and lived experiences from their writing. Pedagogical approaches that equip emerging BIPOC scholars to find and cultivate their academic writing identities are vital to nurturing their sense of agency. This article explores what these approaches may look like by centering the experiences of two BIPOC graduate students in an academic writing class and reflecting on their evolution as scholarly writers. Characteristics of the course are critically analyzed to identify how the reflective component of the course contributed to these students’ perceptions of what scholarship entails and how valuable their contributions are to academia. Students also shared how their changed perceptions of academic writing allowed them to overcome fears and contribute successfully to their field’s publications.
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