不平等的成功:种族意图的方法揭示了STEM指导中的不同亚洲和白人现实
Danielle X Morales1, Ke Yao1, Mariam Machabeli1
1Department of Sociology, University of Massachusetts Boston, Boston, Massachusetts, USA.
Annals of the New York Academy of Sciences
|February 17, 2026
概括
模型少数民族神话错误地假设亚洲人同样适合科学,技术,工程和数学 (STEM). 我们的研究揭示了STEM指导的种族化经验,特别是在亚洲的指导者身上.
科学领域:
- 社会科学 社会科学 社会科学
- 在STEM教育方面.
- 学术界的种族动力学
背景情况:
- 模范少数民族神话描绘了亚裔个人在STEM领域的固有成功,往往导致他们的经验被忽视或与白人同行同质化.
- 这种叙述掩盖了学术和研究环境中的复杂的种族现实,特别是在指导关系中.
- 现有的研究往往将亚裔和白人视为单一的群体,未能捕捉到他们生活经验中的微妙差异.
研究的目的:
- 通过检查科学,技术,工程和数学 (STEM) 导师关系中的种族化经验,挑战模范少数民族神话.
- 调查种族,性别和权力动态如何影响亚裔和白人学生和导师的导师经验.
- 突出种族意识在理解STEM公平性方面的重要性.
主要方法:
- 采用了以种族为目的的方法论,专注于种族意识作为种族化经验的关键指标.
- 分散的数据来比较亚洲人和白人在STEM指导方面的经验.
- 分析了种族与性别和权力定位 (导师与导师) 的交集,使用来自709名参与者的调查数据.
主要成果:
- 与白人同行相比,亚洲人通常在STEM指导中报告了更高的种族意识.
- 亚洲女性和非二进制个体表现出特别高的种族意识.
- 虽然亚洲本科的导师报告的种族意识明显高于白人导师,但在导师层面上,这种差异减少了.
结论:
- 这项研究揭示了STEM的功利主义理想和少数民族叙述模型中的关键缺陷.
- 种族意识是理解STEM指导中的种族化经历的一个重要因素.
- 调查结果强调需要超越色盲意识形态,承认STEM中的个体的多样化现实.
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