Advancing Equity in Higher Education STEM
Dr. Ebony O. McGee, Associate Professor of Diversity and STEM Education at Vanderbilt University’s Peabody College, presents “Beyond Recruiting… Retaining Underrepresented Minoritized Faculty & Graduate Students: First Understand the Barriers, then Dismantle Them.”
Her research and work explores “the social, material, and health costs of academic achievement and problematizing traditional forms of success in higher education, with an unapologetic focus on Black folk in these places and spaces.” This free on demand session addresses the important issue of advancing equity in Higher Education STEM. Watch below:
About Dr. Ebony O. McGee, Professor of Diversity and STEM Education
As a professor of diversity and STEM education at Vanderbilt University’s Peabody College, I investigate what it means to be racially marginalized while minoritized in the context of learning and achieving in STEM higher education and in the STEM professions. I study in particular the racialized experiences and racial stereotypes that adversely affect the education and career trajectories of underrepresented groups of color. This involves exploring the social, material, and healthcosts of academic achievement and problematizing traditional forms of success in higher education, with an unapologetic focus on Black folk in these places and spaces. My National Science Foundation (NSF) CAREER grant investigates how marginalization undercuts success in STEM through psychological stress, interrupted STEM career trajectories, impostor phenomenon, and other debilitating race-related trauma for Asian, Black, Indigenous, and Latinx doctoral students.
Education is my second career; I left a career in electrical engineering to earn a PhD in mathematics education from the University of Illinois at Chicago, a Spencer Postdoctoral Fellowship at the University of Chicago, and a NSF Postdoctoral Fellowship at Northwestern University. With funding from seven NSF grants, I cofounded the Explorations in Diversifying Engineering Faculty Initiative or EDEFI (pronounced “edify”). I also cofounded the Institute in Critical Quantitative and Mixed Methodologies Training for Underrepresented Scholars (ICQCM), which aims to be a go-to resource for the development of quantitative and mixed-methods skillsets that challenge simplistic quantifications of race and marginalization. ICQCM receives support from the NSF, The Spencer Foundation, and the W. T. Grant Foundation.
My first solo-authored book is entitled Black, Brown, Bruised: How Racialized STEM Education Stifles Innovation.
My research has been featured in prominent media outlets, including The Atlantic, Diverse Issues in Higher Education, Nature Human Behaviour, The Chronicle of Higher Education, Higher Education Today, NPR’s Codeswitch, The Hechinger Report, Christian Science Monitor, Huffington Post, US News & World Report, Inside Higher Education, Tennessean, Washington Monthly,and The UK Voice Online.
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