Allen, Q. (2010). Racial microaggressions: The schooling experiences of black middle-class males in Arizona’s secondary schools. Journal of African American Males in Education, 1(2), 125–143.
Google Scholar
Allen, W. (1992). The color of success: African-American college students’ outcomes at predominantly white and historically black public universities. Harvard Educational Review, 62(1), 26–44. https://doi.org/10.17763/haer.62.1.wv5627665007v701.
Article
Google Scholar
Aronson, J., Fried, C. B., & Good, C. (2002). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology, 38(2), 113–125. https://doi.org/10.1006/jesp.2001.1491.
Article
Google Scholar
Bailey, K. A. (2015). Racism within the Canadian university: Indigenous students’ experiences. Ethnic and Racial Studies, 39(7), 1261–1279. https://doi.org/10.1080/01419870.2015.1081961.
Article
Google Scholar
Bonous-Hammarth, M. (2000). Pathways to success: Affirming opportunities for science, mathematics, and engineering majors. Journal of Negro Education, 69(1/2), 92–111.
Google Scholar
Booker, K. (2007). Perceptions of classroom belongingness among African American college students. College Student Journal, 41(1), 178–186.
Google Scholar
Brown, T. (2000). Gender differences in African American college students’ satisfaction with college. Journal of College Student Development, 41(5), 479–487.
Google Scholar
Camacho, M. M., & Lord, S. M. (2011). “Microaggressions” in engineering education: Climate for Asian, Latina and white women. In Proceedings of the Frontiers in education conference, (pp. S3H-1–S3H-6). Rapid City: Institute of Electrical and Electronics Engineers. https://doi.org/10.1109/FIE.2011.6142970.
Chapter
Google Scholar
Carnevale, A. P., Smith, N., & Melton, M. (2011). STEM: Science, technology, engineering and mathematics. Washington, DC: Georgetown Center on Education and the Workforce https://cew.georgetown.edu/cew-reports/stem/#full-report.
Google Scholar
Carroll, G. (1998). Environmental stress and African Americans: The other side of the moon. Greenwood Publishing Group.
Chang, M. J. (1999). Does racial diversity matter? The educational impact of a racially diverse undergraduate population. Journal of College Student Development, 40(4), 377–395.
Google Scholar
Change the Equation (2015). Solving the diversity dilemma: Changing the face of the STEM workforce. Vital Signs: Reports on the Condition of STEM Learning in the U.S. Washington, DC: Change the Equation. https://eric.ed.gov/?id=ED564127
Chubin, D. E., May, G. S., & Babco, E. L. (2005). Diversifying the engineering workforce. Journal of Engineering Education, 94(1), 73–86. https://doi.org/10.1002/j.2168-9830.2005.tb00830.x.
Article
Google Scholar
Clark, D. A., Spanierman, L., Reed, T. D., Soble, J. R., & Cabana, S. (2011). Documenting weblog expressions of racial microaggressions that target American Indians. Journal of Diversity in Higher Education, 4(1), 39–50. https://doi.org/10.1037/a0021762.
Article
Google Scholar
Clark, R., Anderson, N. B., Clark, V. R., & Williams, D. R. (1999). Racism as a stressor for African Americans. A biopsychosocial model. American Psychology, 54(10), 805–816. https://doi.org/10.1037/0003-066X.54.10.805.
Article
Google Scholar
Coates, R. D. (Ed.) (2011). In Covert racism: Theories, institutions, and experiences Brill.
Google Scholar
Colby, S. L., & Ortman, J. M. (2015). Projections of the size and composition of the U.S. population 2014 to 2060: Population estimates and projections. Current Population Reports, P25-1143. Washington, D.C.: U.S. Census Bureau. https://www.census.gov/content/dam/Census/library/publications/2015/demo/p25-1143.pdf
Crabtree, B., & Miller, W. (1999). A template approach to text analysis: developing and using codebooks. In B. Crabtree & W. Miller (Eds.), Doing qualitative research (pp. 163-177.). Sage.
Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research (3rd edition). Sage.
Creswell, J. W., & Creswell, J. D. (2017). Research design: qualitative, quantitative, and mixed methods approaches. Sage.
Czajka, C. D., & McConnell, D. (2016). Situated instructional coaching: A case study of faculty professional development. International Journal of STEM Education, 3(10). https://doi.org/10.1186/s40594-016-0044-1.
Dovidio, J. F., Gaertner, S. E., Kawakami, K., & Hodson, G. (2002). Why can’t we just get along? Interpersonal biases and interracial distrust. Cultural Diversity and Ethnic Minority Psychology, 8(2), 88–102. https://doi.org/10.1037/1099-9809.8.2.88.
Article
Google Scholar
Fayer, S., Lacey, A., & Watson, A. (2017). STEM occupations: Past, present, and future. Spotlight on statistics. Washington DC: U.S. Bureau of Labor Statistics https://www.bls.gov/spotlight/2017/science-technology-engineering-and-mathematics-stem-occupations-past-present-and-future/pdf/science-technology-engineering-and-mathematics-stem-occupations-past-present-and-future.pdf.
Google Scholar
Feagin, J. R., Vera, H., & Imani, N. (1996). The agony of education: Black students at white colleges and universities. Taylor & Francis.
Goodenow, C. (1993). The psychological sense of school membership among adolescents: Scale development and educational correlates. Psychology in the Schools, 30(1), 79–90.
Article
Google Scholar
Hamrick, K. (2019). Women, minorities, and persons with disabilities in science and engineering. Special report NSF 19-304. Alexandria: National Science Foundation, National Center for Science and Engineering Statistics (NCSES) https://www.nsf.gov/statistics/wmpd.
Google Scholar
Harper, S. R., Davis, R. J., Jones, D. E., McGowan, B. L., Ingram, T. N., & Platt, C. S. (2011). Race and racism in the experiences of black male resident assistants at predominantly white universities. Journal of College Student Development, 52(2), 180–200. https://doi.org/10.1353/csd.2011.0025.
Article
Google Scholar
Harper, S. R., & Hurtado, S. (2007). Nine themes in campus racial climates and implications for institutional transformation. New Directions for Student Services, Winter(120), 7–24. https://doi.org/10.1002/ss.254.
Article
Google Scholar
Harrell, S. P. (1997). The Racism and Life Experiences Scales (RaLES). Unpublished manuscript, California School of Professional Psychology, Los Angeles.
Harwood, S. A., Huntt, M. B., Mendenhall, R., & Lewis, J. A. (2012). Racial microaggressions in the residence halls: Experiences of students of color at a predominantly White university. Journal of Diversity in Higher Education, 5(3), 159–173. https://doi.org/10.1037/a0028956.
Article
Google Scholar
Harwood, S. A., Mendenhall, R., Lee, S. S., Riopelle, C., & Huntt, M. B. (2018). Everyday racism in integrated spaces: Mapping the experiences of students of color at a diversifying predominantly white institution. Annals of the American Association of Geographers, 108(5), 1245–1259. https://doi.org/10.1080/24694452.2017.1419122.
Article
Google Scholar
Hinderlie, H. H., & Kenny, M. (2002). Attachment, social support, and college adjustment among black students at predominantly white universities. Journal of College Student Development, 43(3), 327–340.
Google Scholar
Houshmand, S., Spanierman, L. B., & Tafarodi, R. W. (2014). Excluded and avoided: Racial microaggressions targeting Asian international students in Canada. Cultural Diversity and Ethnic Minority Psychology, 20(3), 377–388. https://doi.org/10.1037/a0035404.
Article
Google Scholar
Hurtado, S. (1992). The campus racial climate: Contexts of conflict. The Journal of Higher Education, 63(5), 539–569. https://doi.org/10.2307/1982093.
Article
Google Scholar
Hurtado, S., Griffin, K. A., Arellano, L., & Cuellar, M. (2008). Assessing the value of climate assessments: Progress and future directions. Journal of Diversity in Higher Education, 1(4), 204.
Article
Google Scholar
Hurtado, S., Milem, J., Clayton-Pedersen, A., & Allen, W. (1999). Enacting diverse learning environments: Improving the climate for racial/ethnic diversity in higher education. In ASHE-ERIC higher education report, 26(8). Washington, DC: ERIC Clearinghouse on Higher Education.
Google Scholar
Kwan, Y. (2015). Microaggressions and Hmong American studies. Bilingual Research Journal, 38(1), 23–44.
Article
Google Scholar
Landrine, H., & Klonoff, E. A. (1996). The schedule of racist events: A measure of racial discrimination and a study of its negative physical and mental health consequences. Journal of Black Psychology, 22(2), 144–168. https://doi.org/10.1177/00957984960222002.
Article
Google Scholar
Liao, T. F. (1994). Interpreting probability models: Logit, probit, and other generalized linear models. Sage.
Long III, L. L., & Mejia, J. A. (2016). Conversations about diversity: Institutional barriers for underrepresented engineering students. Journal for Engineering Education, 105(2), 211–218. https://doi.org/10.1002/jee.20114.
Article
Google Scholar
Ma, Y., & Liu, Y. (2015). Race and STEM degree attainment. Sociology Compass, 9(7), 609–618. https://doi.org/10.1111/soc4.12274.
Article
Google Scholar
Martin-Hansen, L. (2018). Examining ways to meaningfully support students in STEM. International Journal of STEM Education, 5(53), 1–6. https://doi.org/10.1186/s40594-018-0150-3.
Article
Google Scholar
McConahay, J. B. (1986). Modern racism, ambivalence, and the modern racism scale. In J. F. Dovidio, & S. L. Gaertner (Eds.), Prejudice, discrimination, and racism, (pp. 91–125). Academic Press.
McGee, E. O., & Martin, D. B. (2011). “You would not believe what I have to go through to prove my intellectual value!” stereotype management among academically successful black mathematics and engineering students. American Education Research Journal, 48(6), 1347–1389. https://doi.org/10.3102/0002831211423972.
Article
Google Scholar
McGee, E. O., Thakore, B. K., & LaBlance, S. S. (2017). The burden of being “model”: Racialized experiences of Asian STEM college students. Journal of Diversity in Higher Education, 10(3), 253–270. https://doi.org/10.1037/dhe0000022.
Article
Google Scholar
Milem, J. F., Chang, M. J., & Antonio, A. L. (2005). Making diversity work on campus: A research-based perspective. Association of American Colleges and Universities https://www.aacu.org/sites/default/files/files/mei/MakingDiversityWork.pdf.
Morse, J. M. (1991). Approaches to qualitative-quantitative methodological triangulation. Nursing Research, 40(2), 120–123.
Article
Google Scholar
Morse, R., & Tolis, D. (2013). Top-ranked universities that grant the most STEM degrees. U.S. News and World Report. https://www.usnews.com/education/blogs/college-rankings-blog/2013/06/18/top-ranked-universities-that-grant-the-most-stem-degrees
Google Scholar
Namey, E., Guest, G., Thairu, L., & Johnson, L. (2008). Data reduction techniques for large qualitative data sets. In G. Guest, & K. MacQueen (Eds.), Handbook for team-based qualitative research, (pp. 137–161). Rowman & Littlefield.
Nicholls, G. M., Wolfe, H., Besterfield-Sacre, M., Shuman, L. J., & Larpkiattaworn, S. (2007). A method for identifying variables for predicting STEM enrollment. Journal of Engineering Education, 96(1), 33–44. https://doi.org/10.1002/j.2168-9830.2007.tb00913.x.
Article
Google Scholar
Oakes, J. (1990). Chapter 3: Opportunities, achievement, and choice: Women and minority students in science and mathematics. Review of Research in Education, 16(1), 153–222. https://doi.org/10.3102/0091732X016001153.
Article
Google Scholar
Pierce, C. M. (1970). Offensive mechanisms. In F. B. Barbour (Ed.), The black seventies, (pp. 265–282) Porter Sargent.
Google Scholar
Pierce, C. M. (1978). Television and education (Vol. 44). Sage.
Pierce, C. M. (1995). Stress analogs of racism and sexism: Terrorism, torture, and disaster. In C. V. Willie, P. P. Rieker, B. M. Kramer, & B. S. Brown (Eds.), Mental health, racism, and sexism, (pp. 277–293). University of Pittsburgh Press.
Rainey, K., Dancy, M., Mickelson, R., Stearns, E., & Moller, S. (2018). Race and gender differences in how sense of belonging influences decisions to major in STEM. International Journal of STEM Education, 5(10), 1–14. https://doi.org/10.1186/s40594-018-0115-6.
Article
Google Scholar
Rainey, K., Dancy, M., Mickelson, R., Stearns, E., & Moller, S. (2019). A descriptive study of race and gender differences in how instructional style and perceived professor care influence decisions to major in STEM. International Journal of STEM Education, 6(6), 1–13. https://doi.org/10.1186/s40594-019-0159-2.
Article
Google Scholar
Rankin, S. R., & Reason, R. D. (2005). Differing perceptions: How students of color and white students perceive campus climate for underrepresented groups. Journal of College Student Development, 46(1), 43–61. https://doi.org/10.1353/csd.2005.0008.
Article
Google Scholar
Reid, L. D., & Radhakrishnan, P. (2003). Race matters: The relations between race and general campus climate. Cultural Diversity and Ethnic Minority Psychology, 9(3), 263–275. https://doi.org/10.1037/1099-9809.9.3.263.
Article
Google Scholar
Robnett, R. D., Nelson, P. A., Zurbriggen, E. L., Crosby, F., & Chemers, M. (2018). Research mentoring and scientist identity: Insights from undergraduates and their mentors. International Journal of STEM Education, 5(41), 1–14. https://doi.org/10.1186/s40594-018-0139-y.
Article
Google Scholar
Rodgers, K. A., & Summers, J. J. (2008). African Americans at predominantly white institutions: A motivational and self-systems approach to understanding retention. Educational Psychology Review, 20(2), 171–190.
Article
Google Scholar
Rodríguez Amaya, L., Betancourt, T., Collins, K. H., Hinojosa, O., & Corona, C. (2018). Undergraduate research experiences: Mentoring, awareness, and perceptions—A case study at a Hispanic-serving institution. International Journal of STEM Education, 5(9), 1–13. https://doi.org/10.1186/s40594-018-0105-8.
Article
Google Scholar
Sabochik, K. (2010). Changing the equation in STEM Education. Retrieved from https://obamawhitehouse.archives.gov/blog/2010/09/16/changing-equation-stem-education
Saldaña, J. (2015). The coding manual for qualitative researchers. Sage.
Samuelson, C. C., & Litzler, E. (2016). Community cultural wealth: An assets-based approach to persistence of engineering students of color. Journal of Engineering Education, 105(1), 93–117. https://doi.org/10.1002/jee.20110.
Article
Google Scholar
Sears, D. O. (1988). Symbolic racism. In P. A. Katz, & D. A. Taylor (Eds.), Eliminating racism. Perspectives in social psychology, (pp. 53–84). Springer. https://doi.org/10.1007/978-1-4899-0818-6_4.
Secules, S., Gupta, A., Elby, A., & Tanu, E. (2018). Supporting the narrative agency of a marginalized engineering student. Journal of Engineering Education, 107(2), 186–218. https://doi.org/10.1002/jee.20201.
Article
Google Scholar
Secules, S., Gupta, A., Elby, A., & Turpen, C. (2018). Zooming out from the struggling individual student: An account of the cultural construction of engineering ability in an undergraduate programming class. Journal of Engineering Education, 107(1), 56–86. https://doi.org/10.1002/jee.20191.
Article
Google Scholar
Smith, R. C. (1995). Racism in the post-civil rights era: Now you see it, now you don’t. SUNY Press.
Smith, W. A., Allen, W. R., & Danley, L. L. (2007). “Assume the position . . . You fit the description”: Psychosocial experiences and racial battle fatigue among African American male college students. American Behavioral Scientist, 51(4), 551–578. https://doi.org/10.1177/0002764207307742.
Article
Google Scholar
Smith, W. A., Hung, M., & Franklin, J. D. (2011). Racial battle fatigue and the miseducation of black men: Racial microaggressions, societal problems, and environmental stress. Journal of Negro Education, 80(1), 63–82.
Google Scholar
Solórzano, D., Ceja, M., & Yosso, T. (2000). Critical race theory, racial microaggressions, and campus racial climate: The experiences of African American college students. Journal of Negro Education, 69(1/2), 60–73.
Google Scholar
Storage, D., Horne, Z., Cimpian, A., & Leslie, S. J. (2016). The frequency of “brilliant” and “genius” in teaching evaluations predicts the representation of women and African Americans across fields. PLoS One, 11(3). https://doi.org/10.1371/journal.pone.0150194.
Strayhorn, T. L. (2008). Examining the relationship between collaborative learning and perceived intellectual development among African-American males in college. Journal on Excellence in College Teaching, 19(2), 31–50.
Google Scholar
Sue, D. W. (2010). Microaggressions in everyday life. Wiley.
Sue, D. W., Bucceri, J., Lin, A. I., Nadal, K. L., & Torino, G. C. (2009). Racial microaggressions and the Asian American experience. Asian American Journal of Psychology, S(1), 88–101.
Article
Google Scholar
Sue, D. W., Capodilupo, C. M., & Holder, A. M. B. (2008). Racial microaggressions in the life experience of black Americans. Professional Psychology: Research and Practice, 39(3), 329–336. https://doi.org/10.1037/0735-7028.39.3.329.
Article
Google Scholar
Sue, D. W., Capodilupo, C. M., Torino, G. C., Bucceri, J. M., Holder, A. M. B., Nadal, K. L., & Esquilin, M. (2007). Racial microaggressions in everyday life: Implications for clinical practice. American Psychologist, 62(4), 271–286. https://doi.org/10.1037/0003-066X.62.4.271.
Article
Google Scholar
Thelin, J. R. (2011). A history of American higher education, (2nd ed., ). JHU Press.
Trazo, T. A. A., & Kim, W. (2019). “Where are you from?”: Using critical race theory to analyze graphic novel counter-stories of the racial microaggressions experienced by two angry Asian girls. Intersections: Critical Issues in Education, 3(2), 112–133.
Google Scholar
Trytten, D. A., Lowe, A. W., & Walden, S. E. (2013). “Asians are good at math. What an awful stereotype”: The model minority stereotype’s impact on Asian American engineering students. Journal of Engineering Education, 101(3), 439–468. https://doi.org/10.1002/j.2168-9830.2012.tb00057.x.
Article
Google Scholar
U.S. Department of Education, National Center for Education Statistics. (2018). Digest of Education Statistics, 2016 (NCES 2017-094), Chapter 3. https://nces.ed.gov/programs/digest/d16/index.asp
Utsey, S. O. (1999). Development and validation of a short form of the index of race-related stress (IRRS)-brief version. Measurement and Evaluation in Counseling and Development, 32(3), 149–167. https://doi.org/10.1080/07481756.1999.12068981.
Article
Google Scholar
Worthington, R. L., Navarro, R. L., Loewy, M., & Hart, J. (2008). Color-blind racial attitudes, social dominance orientation, racial-ethnic group membership and college students’ perceptions of campus climate. Journal of Diversity in Higher Education, 1(1), 8–19. https://doi.org/10.1037/1938-8926.1.1.8.
Article
Google Scholar
Yeo, H. T., Mendenhall, R., Harwood, S. A., & Huntt, M. B. (2019). Asian international student and Asian American student: Mistaken identity and racial microaggressions. Journal of International Students, 9(1), 39–65. https://doi.org/10.32674/jis.v9i1.278.
Article
Google Scholar
Yoder, B. L. (2015). Engineering by the numbers. Washington, DC: American Society for Engineering Education https://www.asee.org/papers-and-publications/publications/college-profiles/15EngineeringbytheNumbersPart1.pdf.
Google Scholar
Yosso, T. Y., Smith, W. A., Ceja, M., & Solórzano, D. G. (2009). Critical race theory, racial microaggressions, and campus racial climate for Latina/o undergraduates. Harvard Educational Review, 79(4), 659–690. https://doi.org/10.17763/haer.79.4.m6867014157m707l.
Article
Google Scholar
Zaniewski, A. M., & Reinholz, D. (2016). Increasing STEM success: A near-peer mentoring program in the physical sciences. International Journal of STEM Education, 3(14), 1–12. https://doi.org/10.1186/s40594-016-0043-2.
Article
Google Scholar