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Intersectionality of native American and deaf women:

Like their African American counterparts, very few black Caribbean women are enrolled in science, technology, engineering, and mathematics (STEM) courses. Consequently, very few of them are often seen employed in technical careers. This problem is partly attributed to racial stereotypes of black women as people who are mainly talented in sports, social sciences and art courses and careers (McGee & Bentlay, 2017). In addition, challenges such as structural racism, sexism, and race-gender biases are salient among black Caribbean women in the STEM contexts. Such experiences are often sources of strain and depression, which the women battle with in ways that show both resilience and trauma (King Miller, 2017). Such negative experiences often motivate organizations to provide support for high-performing students who in some cases face the risks from multiple sources. There has been widespread underrepresentation of Afro-Caribbean women. For instance, Panamanian and Jamaican Afro-Caribbean women often face challenges associated with navigation of race and gender barriers associated with education and employment in the STEM (King Miller, 2017). Like other women in the white communities, Afro-Caribbean women are often brandished as individuals who are less intelligent to pursue STEM programs and careers. This has perpetuated long-term underrepresentation of black Caribbean women in STEM education and employment.