STEM Bachelor's Degree Attainment among Women of Color in the United States: Using Geographic Analysis for Gender and Racial Equity Research

One of 4 chapters in the series: Gender Equity in STEM in Higher Education available on this site.

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This chapter showcases a study that examines the relationship between STEM bachelor’s degree attainment, particularly focusing on women of color, and the opportunities of higher education and STEM higher education within local communities across the United States. The authors analyze two large-scale national data sets, the Integrated Postsecondary Education Data System (IPEDS) and the American Community Survey (ACS), to conduct a location-level analysis. The authors then offer implications that target women of color who live in places that lack opportunities in higher education.

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23 p.

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Ro, Hyun; Meng, Yi & Zhu, Qiong July 12, 2021.

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  • Main Title: STEM Bachelor's Degree Attainment among Women of Color in the United States: Using Geographic Analysis for Gender and Racial Equity Research
  • Series Title: Gender Equity in STEM in Higher Education

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Description

This chapter showcases a study that examines the relationship between STEM bachelor’s degree attainment, particularly focusing on women of color, and the opportunities of higher education and STEM higher education within local communities across the United States. The authors analyze two large-scale national data sets, the Integrated Postsecondary Education Data System (IPEDS) and the American Community Survey (ACS), to conduct a location-level analysis. The authors then offer implications that target women of color who live in places that lack opportunities in higher education.

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23 p.

Notes

Abstract: The purpose of this study is to better understand how a systematic barrier, such as the disparity in higher education opportunities by location across the United States, relates to the number of STEM bachelor’s degrees attained among women of color. While researchers have found unique challenges among women of color STEM undergraduates (Ong et al., 2011), structural, cultural, and socioeconomic factors have been overlooked in most existing U.S. literature. A community-level analysis is critical due to the substantial geographic variation in the availability of colleges and universities across local communities in the United States (Hillman, 2016). In this chapter, we apply the concepts of “intersectionality” (Crenshaw, 1989; Collins & Bilge, 2016) and “geography of educational opportunity” (Hillman, 2016) to examine the relationship between STEM bachelor’s degree attainment, particularly focusing on women of color, and the opportunities of higher education and STEM higher education within local communities across the United States. We analyze two large-scale national data sets, the Integrated Postsecondary Education Data System (IPEDS) and the American Community Survey (ACS), to conduct a location-level analysis. We offer implications that target women of color who live in places that lack opportunities in higher education.

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  • Gender Equity in STEM in Higher Education: International Perspectives on Policy, Institutional Culture, and Individual Choice (1st ed.)., Routledge, 2021

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  • Publication Title: Gender Equity in STEM in Higher Education: International Perspectives on Policy, Institutional Culture, and Individual Choice
  • Edition: 1st Edition
  • Page Start: 62
  • Page End: 84
  • Pages: 23
  • Preferred Citation: Ro, H.K., Fernandez, F., & Ramon, E.J. (2021). Gender Equity in STEM in Higher Education: International Perspectives on Policy, Institutional Culture, and Individual Choice (1st ed.). Routledge. https://doi.org/10.4324/9781003053217

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  • July 12, 2021

Added to The UNT Digital Library

  • Jan. 14, 2022, 4:32 p.m.

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  • March 14, 2022, 10:48 a.m.

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Ro, Hyun; Meng, Yi & Zhu, Qiong. STEM Bachelor's Degree Attainment among Women of Color in the United States: Using Geographic Analysis for Gender and Racial Equity Research, chapter, July 12, 2021; (https://digital.library.unt.edu/ark:/67531/metadc1877568/: accessed November 28, 2022), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; crediting UNT College of Education.

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