Structural-Related Gender Biases In STEM

African American women are perceived as invisible and significantly underrepresented in STEM and at all levels of in the educational pipeline (Benjamin, 1997). Moreover, Hess et al., (2013) found that the underrepresentation of women in STEM relates to a range of institutional and structural factors that perpetuates a structural-related gender basis, including unsupportive work environments, their relatively limited access to mentors and sponsors, and employer policies that make it difficult to balance the demands of an intense work schedule with family responsibilities (p. 7).

While this these barriers are prevalent in all areas of academia, it is intensified in areas such as STEM because of the limited number of African American women

represented in the field. However, over the past four decades alone, African American scholars such as Billingsley, Hill, Nobles, Staples, Walker and Willie have sought to challenge stereotypes and structural-related gender basis which have served in negatively impacting African American women and ignoring their strength, passion for survival and achievements (Gregory, 1999, p. 4).
Structural Related Gender Biases
The notion of a “glass ceiling” is a term that has been used for decades to describe the perpetuating cycle of discrimination and racial biases that create a barrier for advancement in a professional field between women and minorities.

These structural impediments are inauspicious; especially for women of color because they face double-discrimination because of their race and gender. In the case of African American women professors in STEM, this is extremely problematic because structural-related gender biases illuminate issues such as support, systemic barriers, other subconscious biases, retention, research, teaching positions and tenure are affected by this negative cultural climate (Benjamin, 1997). These structural-related gender biases continue to perpetuate a system within higher education that continues to marginalize, isolate, stereotype and burden African American women in STEM with a cultural climate that continues to illuminate the glass ceiling and ivory walls within the

academy.
Social Capital
Matriculating through higher education and obtaining a terminal degree is an investment in one’s human capital (“what” you know) and is seen as a requirement for obtaining tenure in higher education.

However, it is an unwritten rule that in spite of all the knowledge that you may acquire, it is not always about “what” you, but “who” you know. This your professional growth also requires a great deal of social capital, which refers to “who” you know. Baker (2000) says that the “social” aspect sheds light on the size, quality and diversity of your personal and business networks (p. 2). Moreover, it also extends to the network of people who you don’t know and how that indirect relationship is created through social capital as well.

While the development of this type of relationship among colleges within higher education should seem like a very frivolous task that should take place naturally, for African American women in STEM fields this is not the case. Despite a popular belief that academia does not contain any gender bias against women, especially African American Women, there are deep seated structural-related gender biases that perpetuate inequality within STEM that diminish the possibility to foster these forms of authentic social capital (Henley,

2015).
This is not to say that there is no form of social capital within STEM fields; however, white women who reach their glass ceiling within the field are more likely to be welcomed into the campus climate and achieve social capital. Meyers and Ríos, (2012) stated that “…minority women faculty experience more barriers to their professional socialization in the workplace than White women faculty” and more discrimination that minority male faculty (p. 7). Since African American women in STEM are faced with double oppression, this means that although African American women in STEM have achieved a level of human capital to reach the glass ceiling, they are still at a disadvantage because of the color barrier or ivory walls within the institution.
Networking
Understanding the importance of networking within any field is essential for maintaining a healthy career and professional relationships in society today. However, the plethora of racial and gender subconscious and systematic barriers that linger within the STEM culture minimize the possibilities to participate and foster these relationships. Furthermore, within STEM fields Ong (2005) discusses the difficulty for women of color to claim membership and maintain the appearance of belonging to a culture of no culture, that perpetuates structural-related gender basis (p. 598). This means that African American women in STEM fields are expected to uphold their titles as members of the institutional community, while understanding that that they will not be accepted into the network in the community.
Isolation within the institution
Support
Institutional Support refers to the positive interpersonal relationships and mentorship that is provided within an institution to assist others with the knowledge and support to navigate through the system and secure higher level positions (Henley, 2015). African American women in STEM fields lack mentors, support and role models that traditional faculty members, both males and females of the dominate culture, are privileged to within the institution. This creates a lack of institutional support for African American women who are seeking to advance within the organization and their careers. Moreover, this isolates them and creates barriers that limit productivity and their ability to gain insider knowledge within the institution (Henley, 2015).