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Professor’s Name

Subject

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Black Women In Engineering Programs

The article discusses the experiences of Black women in engineering programs at

predominantly White institutions in the US. It highlights that Black women are less likely to

pursue STEM fields than their peers and discusses some reasons. The study used Black

feminist theory and intersectionality to understand the experiences of nine Black women

engineering students. The study found that Black women engineering students experience

instances of racism, sexism, and prejudice due to the intersection of their race and gender.

The study also highlights the importance of using Black feminist theory and intersectionality

to provide a counter-narrative to the mainstream and often the stereotypical representation of

Black women in society.

The article above complements the course content by emphasizing the importance of

considering intersectionality in the experiences of Black women in engineering. The article

highlights how Black women engineering students face a "double bind" due to the

intersection of racism and sexism in the field, which can create an unwelcoming space. This

concept aligns with the course content that addresses the multiple and intersecting identities

that shape an individual's experiences and opportunities.

Moreover, the article's emphasis on Black feminist theory as a lens to understand Black

women's experiences aligns with the course's focus on feminist perspectives. The article

highlights how Black feminist thought considers race, gender, class, and sexuality as socially

constructed factors that affect Black women's experiences, leading to a structural

understanding of their experiences of differential treatment.

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The article also complements the course content by discussing the factors contributing to

Black women's underrepresentation in STEM fields. For example, the article highlights the

"chilly climate" that women experience, the limited high school preparation of Black

students, the male dominance of the engineering field, and the experience of stereotype

threat, among other factors. These factors are also discussed in the course content on gender

and STEM fields, highlighting how women experience sexism and gender bias in these fields,

which can create barriers to their success.

Overall, the article complements the course content by highlighting the importance of

considering intersectionality, feminist perspectives, and the factors contributing to the

underrepresentation of marginalized groups in STEM fields.

The article "Sounds Like Something a White Man Should Be Doing": The Shared

Experiences of Black Women Engineering Students" can be connected to the following two

readings from the text:

1. "Intersectionality" by Kimberlé Crenshaw - This article explains the concept of

intersectionality, which recognizes that individuals hold multiple identities that

intersect and influence their experiences of privilege and oppression. The experiences

shared by Black women engineering students in the article demonstrate the

intersectionality of their identities as Black, female, and engineering students, which

creates unique challenges in a predominantly White and male field.

2. "The Second Shift" by Arlie Hochschild - This article discusses how women,

particularly married women, often have to balance a "second shift" of domestic

responsibilities on top of their work or educational commitments. The experiences

shared by Black women engineering students in the article demonstrate how they also

face additional burdens and expectations due to their identities, such as feeling
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pressure to be a representative of their race and gender in their field, which can be an

added "second shift" on top of their academic responsibilities.

However, from analyzing the article "Sounds Like Something a White Man Should Be

Doing": "The Shared Experiences of Black Women Engineering Students," I can say that it

sheds light on the challenges faced by black women engineering students in predominantly

white male-dominated fields.

The article highlights the double burden of gender and race discrimination that black women

face in the academic and professional world. It also shows how microaggressions,

stereotypes, and lack of representation affect their self-esteem, mental health, and career

aspirations.

Additionally, the article emphasizes the importance of creating supportive environments,

mentorship programs, and inclusive policies that can promote diversity and equity in STEM

fields. Overall, this article helps raise awareness about the intersectional experiences of black

women in engineering and the need for systemic change to create more inclusive and

welcoming environments for all.

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Works Cited

Bearman, S., Korobov, N., & Thome, A. (2009). The fabric of internalized sexism.
Journal of Integrated Social Sciences, I, 10-47.

Braun, V., & Clarke, V. (2006) Using thematic analysis in psychology.

Qualitative Research in Psychology, 3, 77-101.

Brown, A. R., Morning, C., & Watkins, C. (2005). Influence of African American
engineering
student perceptions of campus climate on graduation rates. Journal of Engineering
Education, 94, 263-271.

Carfy, L. (1992). Black women in academia: A statement from the periphery. In Bannerji,
H., Carty, L., Dehli, K., Heald, S., & McKenna, K. (Eds.), Unsettling relations: The
university as a site of feminist struggles (pp. 13-44). Boston, MA: South End.

Charleston, L. J., George, P. L., Jackson, J. F. L., Berhanu, J., & Amechi, M. H.
(2014). Navigating underrepresented STEM spaces: Experiences of Black women in
U.S. computing science higher education programs who actualize success.
Journal of Diversity in Higher Education, 7(3), 166-176. https://doi.org/10.1037/a0036632

Chase, S. (2005) Narrative inquiry: Multiple lenses, approaches, voices. In Denzin, N.

K., & Lincoln, Y. S. (Eds.), The SAGE handbook of qualitative research(3rd ed., pp. 651-
679). Useful as the United States continues seeking a stronger STEM workforce.