Hanson Center Visiting Scholar 2024-2025: Dr. Ebony McGee
Dr. Ebony McGee, Professor of Innovation and Inclusion in the STEM Ecosystem at Johns Hopkins University’s School of Education and its Department of Mental Health, is the Hanson Center Visiting Scholar for 2024-2025! With a background in electrical engineering, Dr. McGee is the foremost expert on race and structural racism within the traditional STEM ecosystem. Her groundbreaking research explores the experiences and mental/physical health impacts of STEM education and careers for Black and other historically marginalized individuals.
From her compelling narratives in the book Black, Brown, Bruised: How Racialized STEM Education Stifles Innovation (Harvard Education Press, 2020) to her insightful journal articles and op-ed essays, Dr. McGee’s work shines a light on crucial issues in STEM. Dr. McGee’s recent research extends to exploring resilience, wellness, and job integration within the STEM ecosystem, as well as investigating the relationship between STEM innovation and entrepreneurship. More details about Dr. McGee’s scholarly work can be found below.
Inclusive STEM Reading Group
As part of the Visiting Scholar Program, the Hanson Center’s Inclusive STEM Reading Group will read and discuss Dr. McGee’s book, Black, Brown, Bruised: How Racialized STEM Education Stifles Innovation (Harvard Education Press, 2020) during the fall semester. The reading group is open to faculty and staff throughout the college.
Please let us know you are interested in participating in the Fall 2024 Inclusive STEM Reading Group by completing this form by Tuesday, Sept. 3. The first meeting of the reading group will be held in person on Thursday, September 12 at 12:15 in AEC 507. Lunch will be provided.
2024-2025 Schedule
Thursday, October 10 – Friday, October 11, 2024
THURSDAY, OCTOBER 10
- 4:15-5:30 PM: Black, Brown, Bruised: How Racialized STEM Education Stifles Innovation
104 Kirby Hall
Campus Presentation by Dr. McGee - 5:45-7:00 Dinner and Informal Discussion
FRIDAY, OCTOBER 11
- Morning: Small meetings with faculty, staff, and students
Thursday, March 6 – Friday, March 7, 2025
THURSDAY, MARCH 6
- 4:15-5:30 Campus Presentation by Dr. McGee
- 5:45-7:00 Dinner and Informal Discussion
FRIDAY, MARCH 7
- Morning: Small meetings with faculty, staff, and students
Dr. McGee’s Scholarship
In addition to her recent book Black, Brown, Bruised: How Racialized STEM Education Stifles Innovation Dr. McGee has published many journal articles and op-ed essays. Details about Dr. McGee’s scholarly work, including her CV, can be found at this link.
Dr. McGee is a frequent op-ed contributor and has published essays in Science, The Washington Post, Diverse Issues in Higher Education, Nature Human Behaviour and Cancer, The Chronicle of Higher Education, Higher Education Today, Education Week, and the British Broadcasting Company. Her research has been cited in a variety of news outlets, including US News & World Report, Diverse Issues in Higher Education, Inside Higher Education, The Hechinger Report, NPR Codeswitch, The Tennessean, and the Washington Monthly.
Dr. McGee has received external funding from numerous organizations including more than ten major grants from the National Science Foundation (NSF). Her most recent NSF grant explores the intersection of STEM innovation and entrepreneurship. This research seeks to understand the critical infrastructure enhancements needed to support and empower a diverse population of STEM founders and business owners.
Here are some of Dr. McGee’s most recent articles that might be of interest:
McGee, E. O., Monroe-White, T., Laosebikan, O., & Vilfranc, C. L. (2024). Interrogating the relationship between racial activism and academic career interest among STEM doctoral students. American Journal of Education, 130(2), 177–206. https://doi.org/10.1086/728267
Monroe-White, T., & McGee, E. (2024). Toward a race-conscious entrepreneurship education. Entrepreneurship Education and Pedagogy, 7(2), 161–189. https://doi.org/10.1177/25151274231164927
Main, J. B., McGee, E. O., Cox, M. F., Tan, L., & Berdanier, C. G. P. (2023). Trends in the underrepresentation of women of color faculty in engineering (2005–2018). Journal of Diversity in Higher Education, 16(5), 589–606. https://doi.org/10.1037/dhe0000426
McGee, E. O., Morton, T. R., White, D. T., & Frierson, W. (2023). Accelerating racial activism in STEM higher education by institutionalizing equity ethics. Teachers College Record: The Voice of Scholarship in Education, 125(9), 108–139. https://doi.org/10.1177/01614681231216518
McGee, E. O., Naphan-Kingery, D., Miles, M. L., & Joseph, O. (2022). How Black engineering and computing faculty exercise an equity ethic to racially fortify and enrich Black students. The Journal of Higher Education, 93(5), 702–734. https://doi.org/10.1080/00221546.2022.2031704
McGee, E. O. (2020). Interrogating structural racism in STEM higher education. Educational Researcher, 49(9), 633–644. https://doi.org/10.3102/0013189X20972718
Main, J. B., Tan, L., Cox, M. F., McGee, E. O., & Katz, A. (2020). The correlation between undergraduate student diversity and the representation of women of color faculty in engineering. Journal of Engineering Education, 109(4), 843–864. https://doi.org/10.1002/jee.20361
McGee, E. (2018). “Black genius, Asian fail”: The detriment of stereotype lift and stereotype threat in high-achieving Asian and Black STEM students. AERA Open, 4(4). https://doi.org/10.1177/2332858418816658