Body Projects of Young Women of Color in Physics: Intersections of Gender, Race, and Science

By Maria (Mia) Ong. 2005

393 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Information Systems and Management, Safety Research

View Paper: https://www.semanticscholar.org/paper/022db086c0475cba0e1e0b226837830ca0a0845e

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In Developmental and Educational Psychology

In Information Systems and Management

In Safety Research

Citations in the corpus

Pipelines and Pathways: Women of Color in Undergraduate STEM Majors and the College Experiences That Contribute to Persistence (2011, background): “Others have felt unwelcomed, unsupported (Varma, Prasad, & Kapur, 2006), or invisible (Ong, 2005) due to how their gender and ethnic status affect the nature of their relationships with peers and faculty (Justin-Johnson, 2004; Ong, 2005).”
HIGH ASPIRATIONS BUT LOW PROGRESSION: THE SCIENCE ASPIRATIONS–CAREERS PARADOX AMONGST MINORITY ETHNIC STUDENTS (2011, background): “male and middle class (AAAS, 1998), which could be discouraging to some minority ethnic students (Ong, 2005), but especially those from under-represented minority groups (e.”
Sexual harassment in higher education – a systematic review (2020, background): “…Europe, the evidence shows that students, younger women, women with insecure employment conditions and certain minorities (ethnicity and sexuality) are more exposed to sexual harassment than other groups (D’augelli 1992; Fedina, Holmes, and Backes 2018; Ong 2005; Vladutiu, Martin, and Macy 2011).”
Race, Gender, and Bodily (Mis)Recognitions: Women of Color Faculty Experiences with White Students in the College Classroom (2011, background): “Moreover, WOC faculty realize that the presentation of competence is affected by a range of factors including speech patterns, attire, posture, hairstyle, skin tone, age, and body shape (harlow, 2003; Ong, 2005).”
#BlackGirlMagic: The identity conceptualization of Black women in undergraduate STEM education (2018, background): “Additionally, with previous scholars sharing that Black women persist in the face of their opposition (e.g., Charleston et al., 2014; Espinosa, 2011; Ong, 2005; Ong et al., 2018), we find that our participants specifically articulate their intersectional Black woman identity to mean resilience and p”
The Deadly Challenges of Raising African American Boys (2016, background): “…women of color (Collins 2004, 2009; Gilliam 1999; hancock 2003; harris-Perry 2011) and impact African Americans’ experiences in their Dow / RAISING AFRICAN AMERICAN BOYS 165 workplaces, school settings, and other social contexts (BeauboeufLafontant 2009; Dow 2015; Ong 2005; Wingfield 2007, 2009).”
Women of color in science, technology, engineering, and mathematics (STEM) (2011, background): “These learning environments were not supportive for many students (Seymour and Hewitt, 1997), especially for women of color, who were discouraged by faculty from continuing in their major when seeking help with diffi cult course material; faced with the racial stereotypes faculty had about their aca”
Segregation, Stereotypes, and STEM (2018, background): “In US academic physics, for example, the cultural image of the white male scientist intensifies pressure on women of color, who frequently face skepticism about their competence and belonging (Ong, 2005).”