2016/12/01 by Ebony O. McGee · 425 citations
Psychology · Social Sciences · #Career Development and Diversity #Clinical psychology #Coping (psychology) #Education, Achievement, and Giftedness #Gender studies #Higher Education Research Studies #Higher education #Political science #Psychology #Racial bias #Racism #Social psychology #Sociology #Stereotype (UML) #Stereotype threat
paper · doi:10.3102/0002831216676572
published in American Educational Research Journal 53(6), 1626-1662 (SAGE Publishing)
openalex publication_date 2016/12/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/01
At some point most Black and Latino/a college students—even long-term high achievers—question their own abilities because of multiple forms of racial bias. The 38 high-achieving Black and Latino/a STEM study participants, who attended institutions with racially hostile academic spaces, deployed an arsenal of strategies (e.g., stereotype management) to deflect stereotyping and other racial assaults (e.g., racial microaggressions), which are particularly prevalent in STEM fields. These students rely heavily on coping strategies that alter their authentic racial identities but create internal turmoil. Institutions of higher education, including minority-serving schools, need to examine institutional racism and other structural barriers that damage the racial identities of Black and Latino/a students in STEM and cause lasting psychological strain.