Combatting Isolation as a STEM Student of Color
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Combating Isolation as a
(STEM) Student of Color
Arnold Woods and Latricia Hylton
Week 4
REMINDERS/Announcements
•
Complete your Participant Report meeting with campus director (by July 2)
•
Complete Culture and Community Reflection (due July 6)
•
No class Monday, July 5
•
Leaving class
OBJECTIVES
•
Provide students opportunity to process week 3 discussion on
intersectionalities
•
Students will share their experiences dealing with isolation in an higher
education institution
•
Provide students strategies for combating isolation in higher education
Processing Week 3
•
What is your conceptual understanding of intersectionality?
•
What societal barriers or privileges exist as a result of your intersecting
identities?
Group Member’s Roles
Within the group, roles are rotated each week.
•
Facilitator: Ensures the group stays focus in order to accomplish goals/objectives in
a timely manner.
•
Recorder/Presenter: Serves as the group’s note taker. The recorder summarizes the
group’s discussion/thoughts and reports them succinctly to the larger community.
•
Researcher (at least 2): responsible for finding additional relevant resources to
assist your group members and the larger VSEER community in deepening their
knowledge of the content/topic.
•
Respect each other’s voice.
My Lived Experience
(20 minutes)
Think about the discussion we had during week 3 and the article you read for this
week, in your small groups discuss:
•
In what ways, if any, do you identify yourself as a person of color.
•
Describe your lived experience a person of color. Keep in mind your holistic self–
youth, young adult, student, campus community, home, professional, etc. Consider
all experiences whether positive or negative. How have you overcome the negative
experiences? How have you leveraged the positive experiences?
•
In what ways did leaving a community where you are the cultural majority to enter
a community where you are not impact you? Caused you to feel like an “imposter”?
•
What impact has isolation had on your academic performance, overall campus
experience, and questioning whether to leave or remain in the STEM major?
•
How have you created communities and
counter spaces
to overcome isolation and
imposter syndrome?
•
What ways, if any, did your intersecting identities help you to create these
communities and counter spaces?
Community Share
(10 minutes)
•
In what ways, if any, do you identify yourself as a person of color.
•
G3: Describe your lived experience a person of color. Keep in mind your holistic
self–youth, young adult, student, campus community, home, professional, etc.
Consider all experiences whether positive or negative. How have you overcome the
negative experiences? How have you leveraged the positive experiences?
•
G5: In what ways did leaving a community where you are the cultural majority to
enter a community where you are not impact you? Caused you to feel like an
“imposter”?
•
G2: What impact has isolation had on your academic performance, overall campus
experience, and questioning whether to leave or remain in the STEM major?
•
G4: How have you created communities and counter spaces to overcome isolation
and imposter syndrome?
•
G1: What ways, if any, did your intersecting identities help you to create these
communities and counter spaces?
Own Your Experience
•
What we do: Arnold’s and Latricia’s shared experiences and
intersectionalities
•
Why LSAMP, AGAPE, etc.
•
Your Personal Board of Directors
•
Building and Sustaining Relationships
•
Develop a plan
What’s Next: Generations
You will post this assignment in Canvas by June 8. Be creative.
•
Have a conversation with your family members to create a
family tree. Create the tree for as many generations as possible.
•
In your family tree identify the career paths, education levels and
experiences, and economic experiences of each family member.
•
Write a one paragraph narrative about what you learned about
your family’s educational and professional history. Post the
narrative and family tree in Canvas by Thursday, June 8.
Overcoming challenges faced by students of color in STEM fields requires support and community. This article explores strategies to combat isolation and promote a sense of belonging for underrepresented individuals pursuing STEM education.
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Presentation Transcript
Combating Isolation as a (STEM) Student of Color Arnold Woods and Latricia Hylton Week 4
REMINDERS/Announcements Complete your Participant Report meeting with campus director (by July 2) Complete Culture and Community Reflection (due July 6) No class Monday, July 5 Leaving class
OBJECTIVES Provide students opportunity to process week 3 discussion on intersectionalities Students will share their experiences dealing with isolation in an higher education institution Provide students strategies for combating isolation in higher education
Processing Week 3 What is your conceptual understanding of intersectionality? What societal barriers or privileges exist as a result of your intersecting identities?
Group Members Roles Within the group, roles are rotated each week. Facilitator: Ensures the group stays focus in order to accomplish goals/objectives in a timely manner. Recorder/Presenter: Serves as the group s note taker. The recorder summarizes the group s discussion/thoughts and reports them succinctly to the larger community. Researcher (at least 2): responsible for finding additional relevant resources to assist your group members and the larger VSEER community in deepening their knowledge of the content/topic. Respect each other s voice.
My Lived Experience (20 minutes) Think about the discussion we had during week 3 and the article you read for this week, in your small groups discuss: In what ways, if any, do you identify yourself as a person of color. Describe your lived experience a person of color. Keep in mind your holistic self youth, young adult, student, campus community, home, professional, etc. Consider all experiences whether positive or negative. How have you overcome the negative experiences? How have you leveraged the positive experiences? In what ways did leaving a community where you are the cultural majority to enter a community where you are not impact you? Caused you to feel like an imposter ? What impact has isolation had on your academic performance, overall campus experience, and questioning whether to leave or remain in the STEM major? How have you created communities and counter spaces to overcome isolation and imposter syndrome? What ways, if any, did your intersecting identities help you to create these communities and counter spaces?
Community Share (10 minutes) In what ways, if any, do you identify yourself as a person of color. G3: Describe your lived experience a person of color. Keep in mind your holistic self youth, young adult, student, campus community, home, professional, etc. Consider all experiences whether positive or negative. How have you overcome the negative experiences? How have you leveraged the positive experiences? G5: In what ways did leaving a community where you are the cultural majority to enter a community where you are not impact you? Caused you to feel like an imposter ? G2: What impact has isolation had on your academic performance, overall campus experience, and questioning whether to leave or remain in the STEM major? G4: How have you created communities and counter spaces to overcome isolation and imposter syndrome? G1: What ways, if any, did your intersecting identities help you to create these communities and counter spaces?
Own Your Experience What we do: Arnold s and Latricia s shared experiences and intersectionalities Why LSAMP, AGAPE, etc. Your Personal Board of Directors Building and Sustaining Relationships Develop a plan
Whats Next: Generations You will post this assignment in Canvas by June 8. Be creative. Have a conversation with your family members to create a family tree. Create the tree for as many generations as possible. In your family tree identify the career paths, education levels and experiences, and economic experiences of each family member. Write a one paragraph narrative about what you learned about your family s educational and professional history. Post the narrative and family tree in Canvas by Thursday, June 8.
