Abstract
The research laboratory is a crucial and indispensable classroom for STEM education. It is where we practice science as a craft and test the ideas that awaken our curiosity, allowing us to create knowledge. It is also a space where challenges await and struggles are imminent. Thus, supporting mentees through their traineeship in a research lab requires an intersectional approach and lens to provide equitable mentorship and guidance. The concept of intersectionality, initially devised by Black feminist professor Kimberlé W. Crenshaw, can be employed to generate practices and frameworks that democratize laboratory culture and provide trainees with a space in which they shape the laboratory culture while helping them recognize their positionality. This critical commentary provides insights and experiences when incorporating feminist frameworks to sustain equitable working environments in the research lab setting, specifically in leading a research group composed predominantly of Puerto Rican women.
Recommended Citation
Caro-Diaz, Eduardo J.; Matos-Hernández, Marie L.; Dyer, Grayce E.; Lopez-Santana, Siribeth; Torres-Rivera, Laura S.; Laureano-Llorens, Lara G.; Lebron-Acosta, Naiara; and Casimir-Montán, Victoria M.
(2023)
"Feminist Pedagogy in the STEM Research Laboratory: an Intersectional Approach,"
Feminist Pedagogy: Vol. 4:
Iss.
2, Article 6.
Available at:
https://digitalcommons.calpoly.edu/feministpedagogy/vol4/iss2/6
Included in
Feminist, Gender, and Sexuality Studies Commons, Organization Development Commons, Place and Environment Commons, Race, Ethnicity and Post-Colonial Studies Commons, Science and Technology Studies Commons