Harvard Educational Review
  1. Summer 2011 Issue »

    The Double Bind

    The Next Generation

    Lindsey E. Malcom and Shirley M. Malcom
    In this foreword, Shirley Malcom and Lindsey Malcom speak to the history and current status of women of color in science, technology, engineering, and mathematics (STEM) fields. As the author of the seminal report The Double Bind: The Price of Being a Minority Woman in Science, Shirley Malcom is uniquely poised to give us an insightful perspective on the development of this field over the last thirty-five years. She has spent the intervening years working on increasing diversity and inclusion in STEM education and careers. Her daughter, Lindsey Malcom, represents the next generation of scholars seeking to understand and advance the representation of women of color in STEM. Together, they connect the past and the present regarding the pathways used by minority women entering STEM, their patterns of advancement, and shifting paradigms on how best to support women of color in these fields.

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    Lindsey E. Malcom is an assistant professor of higher education administration and policy in the Graduate School of Education at the University of California, Riverside. Her research centers on the relationship between higher education policy and access and success for underrepresented minorities (URMs) in the sciences and related (STEM) fields. In addition to exploring the ways in which institutional and college financing pathways structure opportunity and outcomes for URMs in STEM, she is interested in better understanding the roles of minority-serving institutions and community colleges in expanding STEM educational opportunity for historically disadvantaged populations. Her work has appeared in the Review of Higher Education, Journal of African American History, and New Directions for Institutional Research and in volumes published by Routledge, SUNY Press, and Stylus.

    Shirley M. Malcom is director of education and human resources programs at the American Association for the Advancement of Science. In this capacity, she oversees a suite of programs and undertakes research and policy analysis aimed at understanding factors related to improving the quality of and increasing access to education and careers in science, technology, engineering, and mathematics. For over thirty-five years, Malcom has focused on the full system of issues that affect access and inclusion in STEM, from preK–workforce. She served as a member of the National Science Board, the policy-making body of the National Science Foundation, from 1994 to 1998 and as a member of the President’s Committee on Science and Technology from 1994 to 2001.
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    Summer 2011 Issue

    Abstracts

    Symposium: Unraveling the Double Bind
    Women of Color in STEM
    Editors of the Harvard Educational Review
    The Double Bind
    The Next Generation
    Lindsey E. Malcom and Shirley M. Malcom
    Inside the Double Bind
    A Synthesis of Empirical Research on Undergraduate and Graduate Women of Color in Science, Technology, Engineering, and Mathematics
    Maria Ong, Carol Wright, Lorelle L. Espinosa, and Gary Orfield
    Pipelines and Pathways
    Women of Color in Undergraduate STEM Majors and the College Experiences That Contribute to Persistence
    Lorelle L. Espinosa
    Unique Challenges for Women of Color in STEM Transferring from Community Colleges to Universities
    Marie-Elena Reyes
    Symposium: Learning After Disaster
    Voices from Haiti and New Orleans
    Editors of the Harvard Educational Review
    Rebuilding a Country, Cultivating Local Capacity
    Interview with Fabienne Doucet and Louis Herns Marcelin
    Raygine DiAquoi
    Diasporic Lakou
    A Haitian Academic Explores Her Path to Haiti Pre- and Post-Earthquake
    Charlene Désir
    Race, Charter Schools, and Conscious Capitalism
    On the Spatial Politics of Whiteness as Property (and the Unconscionable Assault on Black New Orleans)
    Kristen L. Buras
    “There Is a Lot That I Want to Do”
    Reflections on the Relief Efforts in Haiti
    Raygine DiAquoi
    Who Dat Say (We) “Too Depraved to Be Saved”?
    Remembering Katrina/Haiti (and Beyond): Critical Studyin’ for Human Freedom
    Joyce King

    Book Notes

    Storytelling for Social Justice
    by Lee Anne Bell

    Quality Education as a Constitutional Right
    edited by Theresa Perry, Robert P. Moses, Joan T. Wynne, Ernesto Cortés Jr., and Lisa Delpit

    Black Youth Rising
    by Shawn A. Ginwright