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Critical Research on Sexism and Racism in STEM Fields

Critical Research on Sexism and Racism in STEM Fields

Noted as an IGI Global Core Reference Title in Social Sciences and Humanities for 2019.

Ursula Thomas (Georgia Perimeter College, USA) and Jill Drake (University of West Georgia, USA)
Indexed In: PsycINFO®
Release Date: June, 2016|Copyright: © 2016 |Pages: 301
ISBN13: 9781522501749|ISBN10: 1522501746|EISBN13: 9781522501756|DOI: 10.4018/978-1-5225-0174-9


Despite a higher percentage of women entering various STEM fields, issues of discrimination and stereotyping continue to exist. These difficulties create a potential hostile environment and a noticeable gap in opportunities, advancements, and compensation increases in comparison to their male counterparts.

Critical Research on Sexism and Racism in STEM Fields investigates the bias, stereotyping, and repression experienced by women within STEM-based career fields. Emphasizing the struggle felt by women within politics, education systems, business environments, STEM careers, as well as issues with advocacy and leadership, this publication benefits professionals, social activists, researchers, academics, managers, and practitioners interested in the institutionalized discrimination and prejudice women encounter in various fields.

Topics Covered

The many academic areas covered in this publication include, but are not limited to:

  • Economics and STEM
  • Gender Bias
  • Male Domination
  • Professional Organizations
  • Representation Issues
  • Role Modeling
  • STEM Environments
  • Stereotyping

Reviews and Testimonials

Many studies indicate that gender-based and racial-based discrimination are persistent problems in both educational and professional STEM (science, technology, engineering, mathematics) settings. This comprehensive work addresses issues which negatively impact recruitment and retention of women in STEM field.

– ProtoView Reviews

Critical Research on Sexism and Racism in STEM Fields underscores the importance of context, policies, and the usefulness of mixed methodologies to understand the underrepresentation of people of color and women of color in STEM fields. This book is useful in addressing our next steps in addressing the STEM gap, noting the national and international work that must be done.

– Sheretta T. Butler-Barnes, PsycCRITIQUES

Table of Contents and List of Contributors

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Author(s)/Editor(s) Biography

Ursula Thomas is the Director of Field Experience and Assessment at Georgia Perimeter College. Her research agenda includes issues of cultural mediation and its effects on instructional choices, the power of teacher educator research on diversity in the classroom, views of social justice in the early childhood classroom, and preservice teachers’ disposition on professionalism and diversity in teacher preparation programs. Dr. Thomas’s research has resulted in more than 30 publications in journals, book chapters, and conference proceedings. She is the editor of “Culture or chaos in the village: The journey to cultural fluency “(2011).

Jill Drake is a mathematics education professor at the University of West Georgia in Carrollton, Georgia. Dr. Drake has served the mathematics education community as a teacher, professor, and consultant for the past 25 years.