Examining Allyship in STEM Higher Education

Even with interventions, such as affirmative action and bridge programs, minoritized students' participation and success rates in STEM higher education significantly lag behind those of their White and Asian counterparts. Research indicates that the persistence of this gap is due to systemic inequity along with other phenomena like racial microaggression and a lack of role models. Among various approaches to address the participation gap is racial allyship. Racial allyship is a mechanism through which groups with power and privilege–in this case, white men–support marginalized groups. White men can engage in allyship to help support and advocate for racially minoritized students and faculty and help to increase students’ participation in STEM fields. There currently exists, however, a paucity of research addressing how white men engage in racial allyship in STEM Higher Education. In this work, I examined how white men in STEM higher education (undergraduates, graduate students, faculty, and staff) develop critical consciousness (i.e., how dominant groups reflect and act on systems of oppression that perpetuate their privilege), which is essential if they are to exercise allyship. To examine this problem in depth, I conducted three mixed methods studies using surveys, individual interviews, focus group interviews, and observations with white male participants. I analyzed the results using narrative, thematic, and critical discourse analysis methods. My study spanned an academic year and involved multiple interviews to ensure a rich and reliable data set. My findings suggest that white men may develop critical consciousness through critical racial dialogue with other white men and generative engagement with people of color. Some broader implications of this work may inform how white male allies might help to initiate and support activities that center students of color and promote safe and welcoming spaces for minoritized students and faculty across STEM fields.