Table 1
Research Quality.
| Quality criterion | Consideration/application in our study |
|---|---|
| Reflexivity | Inclusion of autobiographical data and first-person positionality statements that foreground the authors’ perspectives on underrepresentation in STEM. |
| Substantive contribution | Grounding of the study in relevant academic discourse that rejects deficit-based theories of underrepresentation in STEM. |
| Tying of Chavone’s experiences to broader educational structures and systems. | |
| Aesthetic merit | An attention in our writing to what Ellis, Adams, and Bochner (2011) call “aesthetic and evocative thick descriptions” (p. 277). |
| Expression of a reality | Selection of the scenes according to Chavone’s perception of how specific experiences “significantly impacted the trajectory of… [her] life… after which life does not seem quite the same” (Ellis, Adams, & Bochner 2011, p. 275). |