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Direct linkMcGee, Ebony O.; Bentley, Lydia – Cognition and Instruction, 2017
We examine the experiences of 3 high-achieving Black undergraduate and graduate women in science, technology, engineering, and mathematics (STEM). Our findings reveal that structural racism, sexism, and race-gender bias were salient in the women's STEM settings. These experiences were sources of strain, which the women dealt with in ways that…
Descriptors: STEM Education, African American Students, College Students, Females
McGee, Ebony O. – Journal for Research in Mathematics Education, 2015
I introduce the construct of fragile and robust identities for the purpose of exploring the experiences that influenced the mathematical and racial identities of high-achieving Black college students in mathematics and engineering. These students maintained high levels of academic achievement in these fields while enduring marginalization,…
Descriptors: High Achievement, African American Students, College Students, Racial Factors
McGee, Ebony O. – Urban Review: Issues and Ideas in Public Education, 2013
This study investigated the risk and protective factors of 11 high-achieving African American males attending 4 urban charter high schools in a Midwestern city to determine what factors account for their resilience and success in mathematics courses, and in high school more generally. This research was guided by a Phenomenological Variant of…
Descriptors: High Achievement, At Risk Students, Resilience (Psychology), Males
McGee, Ebony O.; Pearman, F. Alvin, II – Urban Education, 2014
Within urban elementary schools are Black students who continue to challenge the normative deficit characterization of the educational opportunities of students like them. This study attempts to provide a more holistic picture of the scholarly trajectories of 13 African American males who are particularly talented in mathematics and who attended…
Descriptors: Urban Schools, At Risk Students, Resilience (Psychology), Mathematics Achievement
McGee, Ebony O.; Martin, Danny B. – American Educational Research Journal, 2011
Stereotype management is introduced to explain high achievement and resilience among 23 Black mathematics and engineering college students. Characterized as a tactical response to ubiquitous forms of racism and racialized experiences across school and non-school contexts, stereotype management emerged along overlapping paths of racial, gender, and…
Descriptors: Stereotypes, High Achievement, Racial Identification, Engineering
McGee, Ebony O. – ProQuest LLC, 2009
This study analyzes the experiences of 23 African Americans, who are all academically high achieving college mathematics and engineering junior, senior and graduate students. Counter-narrative methodology and in-depth case studies accounted for the students' racial and mathematical identities as they were revealed through their experiences in the…
Descriptors: African American Students, Graduate Students, Group Membership, College Mathematics
