{"id":180,"date":"2019-03-13T09:34:25","date_gmt":"2019-03-13T09:34:25","guid":{"rendered":"https:\/\/research.reading.ac.uk\/sestem\/?page_id=180"},"modified":"2023-08-02T16:22:25","modified_gmt":"2023-08-02T15:22:25","slug":"publication","status":"publish","type":"page","link":"https:\/\/research.reading.ac.uk\/sestem\/publication\/","title":{"rendered":"Publications"},"content":{"rendered":"

Final project report<\/strong><\/p>\n

Wong, B.,\u00a0Copsey-Blake, M., & <\/span>ElMorally, R. (2021). The Student Experiences in STEM report: Minority ethnic students in higher education. Reading: University of Reading. [Download here<\/a>]<\/span><\/p>\n

Peer-reviewed papers<\/strong><\/p>\n

ElMorally, R., Wong, B., & Copsey-Blake, M. (2022). Is STEM in Higher Education Sexist and Racist? All Surface, No Substance. Equity in Education & Society,<\/em>\u00a01(2), 216-236\u00a0<\/span>https:\/\/doi.org\/10.1177%2F27526461221105591<\/span><\/a><\/p>\n

Wong, B., & Copsey-Blake. M. (2022). Pragmatic, persistent and precarious: The pathways of three minority ethnic women in STEM higher education.\u00a0<\/span>International Journal of Science and Mathematics Educatio<\/span><\/em>n<\/em>\u00a0<\/span>http:\/\/dx.doi.org\/10.1007\/s10763-022-10337-8<\/span><\/a><\/p>\n

Wong, B., Copsey-Blake, M., & ElMorally, R. (2022). Silent or silenced? Minority ethnic students and the battle against racism. Cambridge Journal of Education, 52(5), 651-666<\/span>\u00a0<\/span>https:\/\/doi.org\/10.1080\/0305764X.2022.2047889<\/span><\/a><\/em><\/p>\n

Wong, B., ElMorally, R., & Copsey-Blake, M. (2021). \u2018Fair and square\u2019: What do students think about the ethnicity degree awarding gap? Journal of Further and Higher Education<\/em>, 45(8), 1147-1167<\/span>\u00a0<\/span>https:\/\/doi.org\/10.1080\/0309877X.2021.1932773<\/span><\/a><\/p>\n

Wong, B., ElMorally, R., Copsey-Blake, M., Highwood, E., & Singarayer, J. (2021). Is race still relevant? Student perceptions and experiences of racism in higher education. Cambridge Journal of Education<\/em>, 51(3), 359-375<\/span>\u00a0<\/span>https:\/\/doi.org\/10.1080\/0305764X.2020.1831441\u00a0<\/span><\/a><\/p>\n

UROP Case-study with STEM staff report (2019)<\/strong><\/p>\n

Kawas, L., & Wong, B. (2019). Race, ethnicity and diversity: The challenges and opportunities for lecturers in STEM. Reading: University of Reading. Download our SESTEM UROP report here<\/a>. (For Layan’s poster, download here<\/a>)<\/p>\n

UROP Illustrations of SESTEM project outcomes (2021)<\/strong><\/p>\n

Parr, V. (2021). SESTEM report – The 12 recommendations. Download here<\/a>.<\/p>\n

Other illustrations from Victoria are available here<\/a>.<\/p>\n

Other<\/strong><\/p>\n

Blog: Is Being \u201cWhite\u201d Bad? Understanding Race During Covid-19:\u00a0 http:\/\/blogs.reading.ac.uk\/diversereading\/2020\/11\/17\/is-being-white-bad-understanding-race-during-covid-19\/<\/a><\/p>\n

Blog: ‘Is that you? A bystander, walking by racism…’: https:\/\/blogs.reading.ac.uk\/diversereading\/2020\/11\/17\/is-that-you-a-bystander-walking-pass-racism\/<\/a><\/p>\n

News blog: University students are na\u00efve about racism, not ‘woke’: http:\/\/www.reading.ac.uk\/news-and-events\/releases\/PR849842.aspx<\/a><\/p>\n

Case study as part of EngineeringUK 2020 annual report<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"

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