Resources to Support Social Justice

8cantwait.org, a campaign to bring immediate change to police departments, provides specific policy initiatives and changes in standard operating procedures to combat police brutality.

AAAS CEO Statement on #ShutDownSTEM and Black Lives Matter.

Mya Roberson, UNC PhD student, make six specific suggestions for how you can support black students and academics:

The Conscious Kid: follow them on Instagram and consider signing up for their Patreon

STEM Higher Education Researchers of Color – Selected Articles

Alaine Allen (Website)

Allen, A., Ball, M., Delale-O’Connor, L., Iriti, J., Legg, A. S., Boone, D., & Gonda, R. (2020). NSF INCLUDES: Leveraging Precollege STEM Programs for Broadening Participation in Undergraduate STEM. https://peer.asee.org/36111.pdf

Lorenzo Baber (Website)

Baber, L. D. (2015). Considering the interest-convergence dilemma in STEM education. The Review of Higher Education, 38(2), 251-270. https://muse.jhu.edu/article/563939
Baber, L. D. (2012). A qualitative inquiry on the multidimensional racial development among first-year African American college students attending a predominately White institution. The Journal of Negro Education, 81(1), 67-81. https://doi.org/10.7709/jnegroeducation.81.1.0067
Baber, L. D., Pifer, M. J., Colbeck, C., & Furman, T. (2010). Increasing diversity in the geosciences: Recruitment programs and student self-efficacy. Journal of Geoscience Education, 58(1), 32-42. https://doi.org/10.5408/1.3544292

Sharon Fries-Britt (Website)

Fries-Britt, S., & White-Lewis, D. (2020). In pursuit of meaningful relationships: How black males perceive faculty interactions in STEM. The Urban Review, 1-20. https://doi.org/10.1007/s11256-020-00559-x
Fries-Britt, S. (2017). It takes more than academic preparation: A nuanced look at Black male success in STEM. Journal of African American Males in Education (JAAME), 8(1), 6-22. https://jaamejournal.scholasticahq.com/article/18483-it-takes-more-than-academic-preparation-a-nuanced-look-at-black-male-success-in-stem
Fries‐Britt, S. L., Younger, T. K., & Hall, W. D. (2010). Lessons from high‐achieving students of color in physics. New Directions for Institutional Research, 2010(148), 75-83. https://doi.org/10.1002/ir.363

Ericka Bullock (Website)

Bullock, E. C., & Meiners, E. R. (2019) Abolition by the numbers: Mathematics as a tool for building and dismantling the carceral state (and building alternatives) Theory into Practice, 58(4), 338-346. https://doi.org/10.1080/00405841.2019.1626614
Bullock, E. C. (2019) Mathematics curriculum reform as racial remediation: A historical counterstory: Critical race theory in mathematics education, 75–97. New York, NY: Routledge. https://doi.org/10.1080/00405841.2019.1626614
Bullock, E. C. (2018) Intersectional Analysis in Critical Mathematics Education Research: A Response to Figure Hiding Review of Research in Education, 42(1), 122-145. https://doi.org/10.3102/0091732X18759039
Bullock, E. C. (2017) Only STEM Can Save Us? Examining Race, Place, and STEM Education as Property Educational Studies, 53(6), 628-641. https://doi.org/10.3102/0091732X18759039

Joy Buolamwini (Website)

Raji, I. D., Gebru, T., Mitchell, M., Buolamwini, J., Lee, J., & Denton, E. (2020, February). Saving face: Investigating the ethical concerns of facial recognition auditing. In Proceedings of the AAAI/ACM Conference on AI, Ethics, and Society(pp. 145-151). https://dl.acm.org/doi/pdf/10.1145/3375627.3375820
Raji, I. D., & Buolamwini, J. (2019, January). Actionable auditing: Investigating the impact of publicly naming biased performance results of commercial ai products. In Proceedings of the 2019 AAAI/ACM Conference on AI, Ethics, and Society(pp. 429-435). https://dl.acm.org/doi/pdf/10.1145/3306618.3314244
Buolamwini, J., & Gebru, T. (2018, January). Gender shades: Intersectional accuracy disparities in commercial gender classification. In Conference on fairness, accountability and transparency(pp. 77-91). PMLR. http://proceedings.mlr.press/v81/buolamwini18a/buolamwini18a.pdf

LaVar J. Charleston (Website)

Charleston, L. J., George, P. L., Jackson, J. F., Berhanu, J., & Amechi, M. H. (2014). Navigating underrepresented STEM spaces: Experiences of Black women in US computing science higher education programs who actualize success. Journal of Diversity in Higher Education, 7(3), 166–176. https://doi.org/10.1037/a0036632
Charleston, L. J., Adserias, R. P., Lang, N. M., & Jackson, J. F. (2014). Intersectionality and STEM: The role of race and gender in the academic pursuits of African American women in STEM. Journal of Progressive Policy & Practice, 2(3), 273-293. https://caarpweb.org/wp-content/uploads/2014/12/Charleston-Adserias-Lang-Jackson-2014.pdf

Brooke Coley (Website)

Boklage, A., Coley, B., & Kellam, N. (2019). Understanding engineering educators’ pedagogical transformations through the Hero’s Journey. European Journal of Engineering Education, 44(6), 923-938. https://doi.org/10.1080/03043797.2018.1500999
Kellam, N., Coley, B., & Boklage, A. (2017). Story of change-Using experience-based critical event narrative analysis to understand an engineering program’s culture. Paper presented at 2017 Research in Engineering Education Symposium, REES 2017, Bogota, Colombia. https://asu.pure.elsevier.com/en/publications/story-of-change-using-experience-based-critical-event-narrative-a
Kellam, N., Boklage, A., Coley, B., Walther, J., & Cruz, J. M. (2017). Connected ways of knowing: Uncovering the role of emotion in engineering student learning. ASEE Annual Conference and Exposition, Conference Proceedings, 2017-June. https://asu.pure.elsevier.com/en/publications/connected-ways-of-knowing-uncovering-the-role-of-emotion-in-engin

Monica Cox (Website)

Besterfield‐Sacre, M., Cox, M. F., Borrego, M., Beddoes, K., & Zhu, J. (2014). Changing engineering education: Views of US faculty, chairs, and deans. Journal of Engineering Education, 103(2), 193-219. https://doi.org/10.1002/jee.20043
Ahn, B., Cox, M. F., London, J., Cekic, O., & Zhu, J. (2014). Creating an instrument to measure leadership, change, and synthesis in engineering undergraduates. Journal of Engineering Education, 103(1), 115-136. https://doi.org/10.1002/jee.20036
Smith, K. A., Douglas, T. C., & Cox, M. F. (2009). Supportive teaching and learning strategies in STEM education. New Directions for Teaching and Learning, 2009(117), 19-32. https://doi.org/10.1002/tl.341
Cox, M. F., Hahn, J., McNeill, N., Cekic, O., Zhu, J., & London, J. (2011). Enhancing the quality of engineering graduate teaching assistants through multidimensional feedback. Advances in Engineering Education, 2(3), n3. https://eric.ed.gov/?id=EJ1076070

Kelly Cross (Website)

Cross, K. J., Clancy, K. B., Mendenhall, R., Imoukhuede, P., & Amos, J. R. (2017, June). The double bind of race and gender: A look into the experiences of women of color in engineering. In Proceedings–American Society of Engineering Education Annual Conference & Exposition (ASEE), Columbus, OH. June 24-28, 2017. https://www.asee.org/public/conferences/78/papers/17996/view
Cross, K. J., & Cutler, S. (2017). Engineering faculty perceptions of diversity in the classroom. ASEE Annual Conference and Exposition, Conference Proceedings, 2017-June. https://peer.asee.org/28253
Lee, W. C., & Cross, K. J. (2013, June), Help Me Help You: Building a Support Network for Minority Engineering Students Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2—19670 https://peer.asee.org/28253

Julius Davis (Website)

Davis, J., & Allen, K. M. (2020). Culturally Responsive Mentoring and Instruction for Middle School Black Boys in STEM Programs. Journal of African American Males in Education (JAAME), 11(2), 43-58. https://jaamejournal.scholasticahq.com/article/18093-culturally-responsive-mentoring-and-instruction-for-middle-school-black-boys-in-stem-programs
Davis, J. (2014). The mathematical experiences of Black males in a predominantly Black urban middle school and community. International Journal of Education in Mathematics, Science and Technology, 2(3), 206- 222. https://www.ijemst.net/index.php/ijemst/article/view/40
Davis, J., & Martin, D. B. (2008). Racism, assessment, and instructional practices: Implications for mathematics teachers of African American students. Journal of Urban Mathematics Education, 1(1), 10-34. https://doi.org/10.21423/jume-v1i1a14

Lola Eniola-Adefeso (Website)

Onyskiw, P. J., & Eniola-Adefeso, O. (2013). Effect of PEGylation on ligand-based targeting of drug carriers to the vascular wall in blood flow. Langmuir, 29(35), 11127-11134. https://doi.org/10.1021/la402182j
Huang, R. B., Gonzalez, A. L., & Eniola‐Adefeso, O. (2013). Laminar shear stress elicit distinct endothelial cell e‐selectin expression pattern via TNFα and IL‐1β activation. Biotechnology and bioengineering, 110(3), 999-1003. https://doi.org/10.1002/bit.24746
Charoenphol, P., Onyskiw, P. J., Carrasco-Teja, M., & Eniola-Adefeso, O. (2012). Particle-cell dynamics in human blood flow: implications for vascular-targeted drug delivery. Journal of biomechanics, 45(16), 2822-2828. https://doi.org/10.1016/j.jbiomech.2012.08.035

Devin Guillory (Website)

Guillory, D. (2020). Combating anti-blackness in the ai community. arXiv preprint arXiv:2006.16879. https://www.devinguillory.com/files/AI_Anti_Blackness.pdf

Timnit Gebru (Website)

Mitchell, M., Wu, S., Zaldivar, A., Barnes, P., Vasserman, L., Hutchinson, B., … & Gebru, T. (2019, January). Model cards for model reporting. In Proceedings of the conference on fairness, accountability, and transparency(pp. 220-229). https://arxiv.org/abs/1810.03993
Gebru, T., Morgenstern, J., Vecchione, B., Vaughan, J. W., Wallach, H., Daumé III, H., & Crawford, K. (2018). Datasheets for datasets. arXiv preprint arXiv:1803.09010. https://arxiv.org/abs/1803.09010
Gebru, T., Krause, J., Wang, Y., Chen, D., Deng, J., Aiden, E. L., & Fei-Fei, L. (2017). Using deep learning and Google Street View to estimate the demographic makeup of neighborhoods across the United States. Proceedings of the National Academy of Sciences, 114(50), 13108-13113. https://doi.org/10.1073/pnas.1700035114

Shaun Harper (Website)

Harper, S. R. (2010). An anti‐deficit achievement framework for research on students of color in STEM. New Directions for Institutional Research, 2010(148), 63-74. https://doi.org/10.1002/ir.362
Harper, S. R., Smith, E. J., & Davis III, C. H. (2018). A critical race case analysis of Black undergraduate student success at an urban university. Urban Education, 53(1), 3-25. https://doi.org/10.1177%2F0042085916668956
Harper, S. R. (2012). Race without racism: How higher education researchers minimize racist institutional norms. Review of Higher Education: Journal of the Association for the Study of Higher Education, 36(Suppl 1), 9–29. https://doi.org/10.1353/rhe.2012.0047

James Holly (Website)

Holly Jr, J. (2020). Disentangling engineering education research’s anti‐Blackness. Journal of Engineering Education, 109(4) 629-635. https://doi.org/10.1002/jee.20364
Holly Jr, J. S. (2020). A Critical Autoethnography of a Black Man Teaching Engineering to Black Boys. Journal of African American Males in Education (JAAME), 11(2), 25-42. https://jaamejournal.scholasticahq.com/article/18092-a-critical-autoethnography-of-a-black-man-teaching-engineering-to-black-boys
Hynes, M. M., Joslyn, C., Hira, A., Holly, J., & Jubelt, N. (2016). Exploring diverse pre-college students’ interests and understandings of engineering to promote engineering education for all. The International journal of engineering education, 32(5), 2318-2327. http://www.ijee.ie/latestissues/Vol32-5B/17_ijee3319ns.pdf

Chris Jett (Website)

Jett, C. C. (2020). The Qualms and Quarrels with Online Undergraduate Mathematics: The Experiences of African American Male STEM Majors. Investigations in Mathematics Learning, 1-11. https://doi.org/10.1080/19477503.2020.1827663
Jett, C. C. (2019). Mathematical persistence among four African American male graduate students: A critical race analysis of their experiences. Journal for Research in Mathematics Education, 50(3), 311-340. https://doi.org/10.5951/jresematheduc.50.3.0311
Jett, C. C. (2013). HBCUs propel African American male mathematics majors. Journal of African American Studies, 17(2), 189-205. https://www.jstor.org/stable/43525456

Nicole Joseph (Website)

Joseph, N. M., Hailu, M., & Boston, D. (2017). Black women’s and girls’ persistence in the P–20 mathematics pipeline: Two decades of children, youth, and adult education research. Review of Research in Education, 41(1), 203-227. https://doi.org/10.3102%2F0091732X16689045
Joseph, N. M., Hailu, M. F., & Matthews, J. S. (2019). Normalizing Black girls’ humanity in mathematics classrooms. Harvard Educational Review, 89(1), 132-155. https://doi.org/10.17763/1943-5045-89.1.132
Thomas, J. O., Joseph, N., Williams, A., & Burge, J. (2018, February). Speaking truth to power: Exploring the intersectional experiences of Black women in computing. In 2018 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)(pp. 1-8). IEEE. https://doi.org/10.1109/RESPECT.2018.8491718

Luis Leyva (Website)

Leyva, L. A. (2017). Unpacking the male superiority myth and masculinization of mathematics at the intersections: A review of research on gender in mathematics education. Journal for Research in Mathematics Education, 48(4), 397-433. https://doi.org/10.5951/jresematheduc.48.4.0397
Battey, D., & Leyva, L. A. (2016). A Framework for Understanding Whiteness in Mathematics Education. Journal of Urban Mathematics Education, 9(2), 49-80. https://doi.org/10.21423/jume-v9i2a294
Leyva, L. A. (2016). An Intersectional Analysis of Latin@ College Women’s Counter-Stories in Mathematics. Journal of Urban Mathematics Education, 9(2), 81-121. https://doi.org/10.21423/jume-v9i2a295

Leroy Long III (Website)

Long III, L. L. (2020). Toward an antiracist engineering classroom for 2020 and beyond: A starter kit. Journal of Engineering Education, 109(4), 636-639. https://doi.org/10.1002/jee.20363
Long III, L., & Mejia, J. A. (2016). Conversations about diversity: Institutional barriers for underrepresented engineering students. Journal of Engineering, 105(2), 211. https://doi.org/10.1002/jee.20114
Strayhorn, T. L., Long III, L., Kitchen, J. A., Williams, M. S., & Stenz, M. E. (2013). Academic and social barriers to Black and Latino male collegians’ success in engineering and related STEM fields. ASEE Annual Conference and Exposition. https://commons.erau.edu/publication/295/

Joyce Main (Website)

Main, J. B., Johnson, B. N., & Wang, Y. (2020). Gatekeepers of Engineering Workforce Diversity? The Academic and Employment Returns to Student Participation in Voluntary Cooperative Education Programs. Research in Higher Education, 1-30. https://doi.org/10.1007/s11162-020-09596-7
Main, J. B., & Schimpf, C. (2017). The underrepresentation of women in computing fields: A synthesis of literature using a life course perspective. IEEE Transactions on Education, 60(4), 296-304. https://www.learntechlib.org/p/191916/
Main, J. B. (2014). Gender homophily, Ph. D. completion, and time to degree in the humanities and humanistic social sciences. The Review of Higher Education, 37(3), 349-375 https://eric.ed.gov/?id=EJ1032618

Danny Martin (Website)

Martin, D. B. (2019). Equity, inclusion, and antiblackness in mathematics education. Race Ethnicity and Education, 22(4), 459-478. https://doi.org/10.1080/13613324.2019.1592833
Martin, D. B. (2009). Researching race in mathematics education. Teachers College Record, 111(2), 295-338. https://www.tcrecord.org/ExecSummary.asp?contentid=15226
Martin, D. B. (2006). Mathematics Learning and Participation as Racialized Forms of Experience: African American Parents Speak on the Struggle for Mathematics Literacy. Mathematical Thinking and Learning, 8(3), 197–229. https://doi.org/10.1207/s15327833mtl0803_2

Monica Miles (Website)

Miles, M. L., Buenrostro, P. M., Marshall, S. A., Adams, M., & McGee, E. O. (2019). Cultivating racial solidarity among mathematics education scholars of color to resist white supremacy. The International Journal of Critical Pedagogy, 10(2). http://libjournal.uncg.edu/ijcp/article/view/1901
Ridgeway, M. L., & McGee, E. O. (2018). Black mathematics educators: Researching toward racial emancipation of Black students. The Urban Review, 50(2), 301-322. https://doi.org/10.1007/s11256-018-0452-2
Ridgeway, M. L., and Randy K. Y. (2018), “Whose banner are we waving? Exploring STEM partnerships for marginalized urban youth.” Cultural Studies of Science Education,13(1), 59-84. https://doi.org/10.1007/s11422-016-9773-1

Felicia Moore Mensah (Website)

Mensah, F. M., & Jackson, I. (2018). Whiteness as property in science teacher education. Teachers College Record, 120(1), 1-38. https://www.tcrecord.org/Content.asp?ContentId=21958
Rosa, K., & Mensah, F. M. (2016). Educational pathways of Black women physicists: Stories of experiencing and overcoming obstacles in life. Physical Review Physics Education Research, 12(2), 020113. https://doi.org/10.1103/PhysRevPhysEducRes.12.020113
Mensah, F. M. (2011). A case for culturally relevant teaching in science education and lessons learned for teacher education. The Journal of Negro Education, 80(3), 296-309. https://www.jstor.org/stable/41341135

Terrell R. Morton (Website)

Morton, T. R. (2020). A phenomenological and ecological perspective on the influence of undergraduate research experiences on Black women’s persistence in STEM at an HBCU. Journal of Diversity in Higher Education.Advance online publication. https://doi.org/10.1037/dhe0000183
Ortiz, N. A., Morton, T. R., Miles, M. L., & Roby, R. S. (2019). What about us? Exploring the challenges and sources of support influencing black students’ STEM identity development in postsecondary education. The Journal of Negro Education, 88(3), 311-326. https://doi.org/10.7709/jnegroeducation.88.3.0311
Morton, T. R., & Parsons, E. C. (2018). # BlackGirlMagic: The identity conceptualization of Black women in undergraduate STEM education. Science Education, 102(6), 1363-1393. https://doi.org/10.1002/sce.21477

Jomo Mutegi (Website)

Mutegi, J. W., Sorge, B., Fore, G. A., & Gibau, G. S. (2019). A tale of two camps: A mixed methods investigation into racially disparate outcomes in a nanotechnology research experience. Science Education, 103(6), 1456-1477. https://doi.org/10.1002/sce.21548
Mutegi, J. W. (2013). “Life’s first need is for us to be realistic” and other reasons for examining the sociocultural construction of race in the science performance of African American students. Journal of Research in Science Teaching, 50(1), 82-103. https://doi.org/10.1002/tea.21065
Mutegi, J. W. (2011). The inadequacies of “Science for All” and the necessity and nature of a socially transformative curriculum approach for African American science education. Journal of Research in Science Teaching, 48(3), 301-316. https://doi.org/10.1002/tea.20410

Brian Nord (Website)

LIGO Scientific Collaboration, Virgo Collaboration, 1M2H Collaboration, Dark Energy Camera GW-EM Collaboration, DES Collaboration, DLT40 Collaboration, … & MASTER Collaboration. (2017). A gravitational-wave standard siren measurement of the Hubble constant. Nature, 551(7678), 85-88. https://doi.org/10.1038/nature24471
Albert, A., Anderson, B., Bechtol, K., Drlica-Wagner, A., Meyer, M., Sánchez-Conde, M., … & Wechsler, R. H. (2017). Searching for dark matter annihilation in recently discovered Milky Way satellites with Fermi-LAT. The Astrophysical Journal, 834(2), 110. https://iopscience.iop.org/article/10.3847/1538-4357/834/2/110/meta
Flaugher, B., Diehl, H. T., Honscheid, K., Abbott, T. M. C., Alvarez, O., Angstadt, R., … & DES Collaboration. (2015). The dark energy camera. The Astronomical Journal, 150(5), 150. https://iopscience.iop.org/article/10.1088/0004-6256/150/5/150/meta

Maria Ong (Website)

Ong, M., Smith, J. M., & Ko, L. T. (2018). Counterspaces for women of color in STEM higher education: Marginal and central spaces for persistence and success. Journal of Research in Science Teaching, 55(2), 206-245. https://doi.org/10.1002/tea.21417
Ong, M., Wright, C., Espinosa, L., & Orfield, G. (2011). Inside the double bind: A synthesis of empirical research on undergraduate and graduate women of color in science, technology, engineering, and mathematics. Harvard Educational Review, 81(2), 172-209. https://doi.org/10.17763/haer.81.2.t022245n7x4752v2
Ong, M. (2005). Body projects of young women of color in physics: Intersections of gender, race, and science. Social problems, 52(4), 593-617. https://doi.org/10.1525/sp.2005.52.4.593

Robert T Palmer (Website)

Palmer, R. T., & Wood, J. L. (Eds.). (2013). Community colleges and STEM: Examining underrepresented racial and ethnic minorities. Routledge. https://www.routledge.com/Community-Colleges-and-STEM-Examining-Underrepresented-Racial-and-Ethnic/Palmer-Wood/p/book/9781138291591
Palmer, R. T., Maramba, D. C., & Dancy, T. E. (2011). A qualitative investigation of factors promoting the retention and persistence of students of color in STEM. The Journal of Negro Education, 491-504. https://www.jstor.org/stable/41341155
Palmer, R. T., Davis, R. J., & Thompson, T. (2010). Theory meets practice: HBCU initiatives that promote academic success among African Americans in STEM. Journal of college student development, 51(4), 440-443.

Terrance Wooten (Website)

Wooten, T. (2020). On Black Bottom Epistemologies and The New Negro. The Black Scholar, 50(1), 47-55. https://doi.org/10.1080/00064246.2020.1690946
Wooten, T. (2017). LURKING IN THE SHADOWS OF HOME: HOMELESSNESS, CARCERALITY, AND THE FIGURE OF THE SEX OFFENDER(Doctoral dissertation). https://doi.org/10.13016/M2ZW18S7P

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Resources to Support Social Justice

Georgia Institute of Technology