White Racial Framing and White Supremacy Culture in STEM Education: Experiences of Students with Minoritized Identities of Sexuality and/or Gender

Rachael Forester, Ryan A. Miller, Rachel Friedensen, Annemarie Vaccaro, Ezekiel W. Kimball
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Whiteness is prevalent in higher education and therefore permeates science, technology, engineering, and mathematics (STEM) fields. While research shows STEM’s long history of exclusion and marginalization in higher education (Ong et al., 2011), there has been limited research on the ways students with minoritized identities of sexuality and/or gender (MIOSG) in STEM interact with systems of dominance, such as whiteness. Using white supremacy culture (Okun, 2021; Okun & Jones, 2001) and the white racial frame (Feagin, 2010) as sensitizing concepts, this paper explores how students with MIoSG are situated in relation to systems of whiteness and white racial dominance in STEM learning spaces. Our findings included three emergent categories: color-evasiveness, desiring diversity in STEM, and the simultaneous invisibility and hypervisibility of Black, Indigenous, and People of Color (BIPOC) in STEM. Findings illuminated the complex ways BIPOC and white students with MIoSG experienced and thought about whiteness and white supremacy in STEM. Data point to the need for intentional anti-racist research, policy, and practice in STEM learning spaces. 


STEM, Gender, Sexuality, Whiteness, Higher education

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Forester, R., Miller, R.A., Friedensen, R., Vaccaro, A., & Kimball, E.W. (2024). White racial framing and white supremacy culture in STEM education: Experiences of students with minoritized identities of sexuality and/or gender. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 12(3), 642-659. https://doi.org/10.46328/ijemst.3402

DOI: https://doi.org/10.46328/ijemst.3402


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International Journal of Education in Mathematics, Science and Technology (IJEMST) 
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Editors: Mack Shelley & Ismail Sahin

Place of Publication: Turkey & Name of Publisher: Ismail Sahin

ISSN: 2147-611X (Online)