Intersections between gender and race in physics education research: analysis of the formative pathways of black female students in a Physics Education degree program
The stereotype of the scientist is based on a Eurocentric perspective, inferiorizes and makes women invisible, especially Black women, reinforcing gender and racial inequalities. The lack of representation discourages students from these groups from pursuing scientific careers, and likewise, the sex...
Guardado en:
| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Portugués |
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Asociación de Profesores de Física de la Argentina
2024
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/45305 |
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| Sumario: | The stereotype of the scientist is based on a Eurocentric perspective, inferiorizes and makes women invisible, especially Black women, reinforcing gender and racial inequalities. The lack of representation discourages students from these groups from pursuing scientific careers, and likewise, the sexual division of labor is a crucial factor in the exclusion and overburdening of Black women, affecting their professional choices and family lives. The research is grounded in the narratives of Black female students in the Physics Teaching degree program at a Brazilian federal institute, aiming to identify the discriminations they face in their formative journeys. The methodology follows a qualitative approach, with semi-structured interviews as the data collection instrument. The narratives reveal the persistence of gender and racial discriminations in the Exact Sciences, especially against Black women. There is a need for actions to reduce such discriminations and provide inclusive education, free from any stereotypes or segregation. |
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