The STEM Glass Ceiling
The Influence of Immigration Status on STEM Trajectories of Afro-Caribbean Women (A Narrative Approach)
DOI:
https://doi.org/10.32674/jis.v12i1.3367Keywords:
Afro-Caribbean women, barriers, international students, science identity, STEMAbstract
Afro-Caribbean women initially construct their science identity outside of the U.S. in unique sociocultural contexts where Black is dominant and British-styled instruction remains intact. Afro-Caribbean women often experience the “triple threat” minoritizing effects of being Black, female, and international/non-immigrant when they pursue STEM education and careers in the United States. Using grounded theory methods, I gathered the narratives of eight Afro-Caribbean women in STEM education or careers in the United States to examine how citizenship/immigration status influenced their STEM trajectories. Participants described how their educational and career aspirations were either supported or constrained by citizenship. Immigration status, therefore, operated as a figurative glass ceiling for some of the Afro- Caribbean women in this study limiting degree and career choice.
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