The Social Support Networks Of Students Who Identify As Black And Latino A X In Stem And Sbe Graduate Programs At Predominately White Institutions

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The Social Support Networks of Students who Identify as Black and Latino/a/x in STEM and SBE Graduate Programs at Predominately White Institutions

Author : Kristi A. Tullis
Publisher :
ISBN 13 :
Total Pages : 166 pages
Book Rating : 4.:/5 (131 download)

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Book Synopsis The Social Support Networks of Students who Identify as Black and Latino/a/x in STEM and SBE Graduate Programs at Predominately White Institutions by : Kristi A. Tullis

Download or read book The Social Support Networks of Students who Identify as Black and Latino/a/x in STEM and SBE Graduate Programs at Predominately White Institutions written by Kristi A. Tullis and published by . This book was released on 2021 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: Graduate students from historically underrepresented minority (URM) groups (those who identify as Black/African-American, Hispanic/Latino/a/x, Native American, Native Hawaiians/Pacific Islanders and/or Alaska Natives) encounter systemic and institutional hindrances to degree completion when enrolled in STEM doctoral programs at predominantly white institutions (Guiffrida & Douthit, 2010). Support networks have been identified as an important component for retention and success for graduate students from URM groups (Carlone & Johnson, 2007; Clewell, 1987; Johnson-Bailey, Valentine, Cervero, & Bowles, 2008; Joseph, 2012; Sweitzer, 2009). This study investigates the composition and structure of URM graduate students’ support networks, where their support comes from, in what capacity, if URM women graduate students gravitate toward support systems that match their cultural/racial background or gender identity, and if URM students who complete degrees experience feelings of loneliness and isolation, which is a contributing factor to underrepresentation of students from these minority groups (Gloria, Robinson, Hamilton, & Willson, 1999). Data for this study were collected through a longitudinal interview process combined with four social network surveys per individual as students progressed through their programs. Interview data allowed for longitudinal tracking of social support network members, which was triangulated with the data from the social networking surveys and analyzed through the lenses of egocentric network analysis, constructivist grounded theory, and critical race theory. Many participants in this study needed and found a strong support network through student organizations that matched their cultural/ethnic/racial background. Countless students struggled with feelings of isolation and loneliness, yet finding support from campus groups helped fill this void. The final data collected after most of them had left graduate school showed significant discrepancy between their reported robust social network and their open-response data where they indicated a significantly reduced social network and the onset of feelings of loneliness. This dissertation, while focusing on social support networks for these URM graduate students at predominantly white institutions, has the potential to address social justice issues and equal opportunities for those identifying as Black/African American and Hispanic/Latino/a/x, encourage the importance of reaching a critical mass in higher education settings, work toward combating systemic racism, add greater diversity and perspectives to the more elite careers that these degrees will lead to, and show the importance of having a social support network while pursuing a prestigious degree, the PhD.

Somebody to Lean On

Author : Nana Dawson-andoh
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (951 download)

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Book Synopsis Somebody to Lean On by : Nana Dawson-andoh

Download or read book Somebody to Lean On written by Nana Dawson-andoh and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Racial factors have been shown to play a role in the adjustment of African American college students attending predominantly White institutions (Ancis, Sedlacek, & Mohr, 2000; Davis et al., 2004; Jones, 2004; Solórzano, Ceja, & Yosso, 2000; Swim, Hyers, Cohen, Fitzgerald, & Bylsma, 2003). Social support also appears to be an important factor in the successful adjustment of African American students at PWIs (Bean, Bush, et al., 2003; Cohen & Wills, 1985; Guiffrida, 2003, 2004, 2005; Harris & Molock, 2000; Hinderlie & Kenny, 2002; Kimbrough et al., 1996; Lin, Dean, & Ensel, 1986; Mallinckrodt, 1988; Utsey et al., 2000). Utilizing a longitudinal design, the present study investigated how race-related factors such as racial identity, racial socialization, and racial climate influenced the college adjustment experience of African American students as well as how these factors influenced the size and racial composition of the social support networks. It was hypothesized that social support may play a mediating role in the relationship between these racial factors and college adjustment and that these relationships would vary by class status (freshman vs junior transfer students). Results were mixed and indicated that current racial climate and private regard were concurrently, but not prospectively, associated with overall college and institutional adjustment. This effect was moderated by class status. However, the size and racial composition of social support providers was not predicted by any racial factors nor did it predict college adjustment. Limitations and broad implications of findings are discussed.

An Asset-Based Approach to Advancing Latina Students in STEM

Author : Elsa M. Gonzalez
Publisher : Routledge
ISBN 13 : 1000259579
Total Pages : 200 pages
Book Rating : 4.0/5 (2 download)

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Book Synopsis An Asset-Based Approach to Advancing Latina Students in STEM by : Elsa M. Gonzalez

Download or read book An Asset-Based Approach to Advancing Latina Students in STEM written by Elsa M. Gonzalez and published by Routledge. This book was released on 2020-11-18 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: This timely volume challenges the ongoing underrepresentation of Latina women in science, technology, engineering and mathematics (STEM), and highlights resilience as a critical communal response to increasing their representation in degree programs and academic posts. An Asset-Based Approach to Advancing Latina Students in STEM documents the racialized and gendered experiences of Latinas studying and researching in STEM in US colleges, and centers resilience as a critical mechanism in combating deficit narratives. Adopting an asset-based approach, chapters illustrate how Latinas draw on their cultural background as a source of individual and communal strength, and indicate how this cultural wealth must be nurtured and used to inform leadership and policy to motivate, encourage, and support Latinas on the pathway to graduate degrees and successful STEM careers. By highlighting strategies to increase personal resilience and institutional retention of Latina women, the text offers key insights to bolstering diversity in STEM. This text will primarily appeal to academics, scholars, educators, and researchers in the fields of STEM education. It will also benefit those working in broader areas of higher education and multicultural education, as well as those interested in the advancement of minorities inside and outside of academia. Elsa M. Gonzalez is Assistant Professor of Higher Education at the University of Houston, USA. Frank Fernandez is Assistant Professor of Higher Education at the University of Mississippi, USA. Miranda Wilson earned a Ph.D. in Higher Education Leadership and Policy Studies at the University of Houston, USA.

Identity Development during STEM Integration for Underrepresented Minority Students

Author : Sophie L. Kuchynka
Publisher : Cambridge University Press
ISBN 13 : 1108897940
Total Pages : 98 pages
Book Rating : 4.1/5 (88 download)

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Book Synopsis Identity Development during STEM Integration for Underrepresented Minority Students by : Sophie L. Kuchynka

Download or read book Identity Development during STEM Integration for Underrepresented Minority Students written by Sophie L. Kuchynka and published by Cambridge University Press. This book was released on 2020-11-26 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the past three decades, research efforts and interventions have been implemented across the United States to increase the persistence of underrepresented minority (URM) students in science, technology, engineering, and math (STEM). This Element systematically compares STEM interventions that offer resources and opportunities related to mentorship, research, and more. We organize the findings of this literature into a multi-phase framework of STEM integration and identity development. We propose four distinct phases of STEM integration: Phase 1: High School; Phase 2: Summer before College; Phase 3: First Year of College; and Phase 4: Second Year of College through Graduation. We combine tenets of theories about social identity, stereotypes and bias, and the five-factor operationalization of identity formation to describe each phase of STEM integration. Findings indicate the importance of exploration through exposure to STEM material, mentorship, and diverse STEM communities. We generalize lessons from STEM interventions to URM students across institutions.

Underrepresented Racial/Ethnic Minority Graduate Students in Science, Technology, Engineering, and Math (STEM) Disciplines: A Cross Institutional Analysis of Their Experiences

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Author : Tanya Figueroa
Publisher :
ISBN 13 :
Total Pages : 357 pages
Book Rating : 4.:/5 (17 download)

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Book Synopsis Underrepresented Racial/Ethnic Minority Graduate Students in Science, Technology, Engineering, and Math (STEM) Disciplines: A Cross Institutional Analysis of Their Experiences by : Tanya Figueroa

Download or read book Underrepresented Racial/Ethnic Minority Graduate Students in Science, Technology, Engineering, and Math (STEM) Disciplines: A Cross Institutional Analysis of Their Experiences written by Tanya Figueroa and published by . This book was released on 2015 with total page 357 pages. Available in PDF, EPUB and Kindle. Book excerpt: Considering the importance of a diverse science, technology, engineering, and math (STEM) research workforce for our country's future, it is troubling that many underrepresented racial minority (URM) students start graduate STEM programs, but do not finish. However, some institutional contexts better position students for degree completion than others. The purpose of this study was to uncover the academic and social experiences, power dynamics, and programmatic/institutional structures URM students face within their graduate STEM programs that hinder or support degree progression. Using a critical socialization framework applied in a cross-comparative qualitative study, I focused on how issues of race, ethnicity, and underrepresentation within the educational contexts shape students' experiences. Data was collected from focus group interviews involving 53 URM graduate students pursuing STEM disciplines across three institution types - a Predominately White Institution, a Hispanic-Serving Institution, and a Historically Black University. Results demonstrate that when students' relationships with faculty advisors were characterized by benign neglect, students felt lost, wasted time and energy making avoidable mistakes, had less positive views of their experiences, and had more difficulty progressing through classes or research, which could cause them to delay time to degree completion or to leave with a master's degree. Conversely, faculty empowered students when they helped them navigate difficult processes/milestones with regular check-ins, but also allowed students room to make decisions and solve problems independently. Further, faculty set the tone for the overall interactional culture and helping behavior in the classroom and lab contexts; where faculty modeled collaboration and concern for students, peers were likely to do the same. International peers sometimes excluded domestic students both socially and academically, which had a negative affect on intergroup dynamics and limited the opportunities for learning among URM students. Interestingly, students describe peer dynamics that occasionally suggest racial undertones in interactions; however, many students were unaware of implications on their training experiences or were simply uncomfortable naming racism. Prevailing racial stereotypes even impacted students trained in welcoming and culturally respectful programs. The study expands studies on URM graduate students, socialization theory, and formal and informal structures in programs that can assure success in graduate school.

Black Faces in White Spaces

Author : Zoe Marilyn Johnson
Publisher :
ISBN 13 :
Total Pages : 360 pages
Book Rating : 4.:/5 (14 download)

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Book Synopsis Black Faces in White Spaces by : Zoe Marilyn Johnson

Download or read book Black Faces in White Spaces written by Zoe Marilyn Johnson and published by . This book was released on 2018 with total page 360 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to examine the influence of social support on the experiences of Black students at predominantly white institutions. Utilizing a narrative inquiry methodology, the study addresses how Black students define social support along with the structures that facilitate or hinder feelings of mattering and belonging for Black students at predominantly white institutions. A review of the literature includes a look at the pathway to college, a picture of the Black experiences in college, an examination of marginality and mattering, along with the capacity of social support to buttress individuals against stressors common to all students and those unique to Black students in the post-secondary environment. Data for this qualitative study was collected at a large, public, predominantly white, research institution in the southeastern United States. The primary source of data was in-person participant interviews with Black undergraduate students. Six proverbial and thematic findings emerged. Utilizing Critical Race Theory and a transformative theoretical paradigm, this study reveals the multidimensional presence of racism and links research findings to actions intended to mitigate disparities. The resulting discussion of findings offer implications for practice and present a profound counter-narrative to dominant culture positions, deficit orientations, and conventional wisdom about Black students in higher education.

Bonding, Bridging, and Linking: Investigating Collaborative Approaches Towards Expanding the Representation of African American and Latinx Students Pursuing Graduate Study in STEM

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Author : Kimberly Freeman
Publisher :
ISBN 13 :
Total Pages : 158 pages
Book Rating : 4.:/5 (15 download)

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Book Synopsis Bonding, Bridging, and Linking: Investigating Collaborative Approaches Towards Expanding the Representation of African American and Latinx Students Pursuing Graduate Study in STEM by : Kimberly Freeman

Download or read book Bonding, Bridging, and Linking: Investigating Collaborative Approaches Towards Expanding the Representation of African American and Latinx Students Pursuing Graduate Study in STEM written by Kimberly Freeman and published by . This book was released on 2018 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: This multi-site case study explored collaborative interpersonal and organizational relationships among university administrators, business leaders, and nonprofit stakeholders at three University of California campuses (UCLA, UC Berkeley, and UC Davis). These stakeholders engaged in efforts to expand African American and Latinx representation in STEM graduate programs. Inside California's selective public research universities, African Americans and Latinx students comprise only 14 percent of graduate students enrolled across all disciplines. Globalization, shifting demographics, and scarce financial resources have shifted the landscape for diversity in higher education and tasked institutions within the UC system to develop strategies to achieve truly diverse student populations. This study employed a theoretical framework based upon theories of social systems, collaborative complexity, and social capital to investigate URM recruitment for graduate study in a "STEM College." Using a statewide sample drawn from participants linked to three University of California campuses, data was collected and analyzed from semi-structured interviews in order to compose three case studies. Case study is a valuable technique because of its rich detail. Moreover, case study allows the researcher to learn more about developing and implementing a new program or strategy. There were four key findings from this research. First, stakeholders intentionally collaborated to achieve shared goals in conducting outreach to prospective underrepresented minority (URM) graduate students. Second, stakeholders collaborated to identify and provide research and job opportunities for URM students enrolled in STEM graduate programs. Third, the financial resources and power dynamics of business leaders' relationships as alumni and with school leadership, gave them additional leverage to influence diversity strategies at the three campuses studied. Fourth, stakeholders collaborated in designing support services to mitigate social isolation many of the URM students encountered on the campuses studied. As a result of this study, campus administrators, business leaders, and nonprofit influencers and advocates now have information about multi-faceted, collaborative approaches designed to increase enrollment of African American and Latinx candidates in STEM graduate programs at UC campuses.

Seeing The HiddEn Minority

Author : Stephen D. Hancock
Publisher :
ISBN 13 : 9781641139496
Total Pages : 170 pages
Book Rating : 4.1/5 (394 download)

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Book Synopsis Seeing The HiddEn Minority by : Stephen D. Hancock

Download or read book Seeing The HiddEn Minority written by Stephen D. Hancock and published by . This book was released on 2020 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: The participation of Black students in science, technology, engineering, and mathematics (STEM) fields, is an issue of national concern. Educators and policymakers are seeking to promote STEM studies and eventual degree attainment, especially those from underrepresented groups, including Black students, women, economically disadvantaged, and students with disabilities. Literature shows that this has been of great interest to researchers, policymakers, and institutions for several years (Nettles & Millet, 2006; Council of Graduate School (CGS), 2009; National Science Foundation (NSF), 2006), therefore an extensive understanding of access, attrition, and degree completion for Black students in STEM is needed. According to Hussar and Bailey (2014), the Black and Latino postsecondary enrollment rates will increase by approximately 25% between 2011 and 2022. It is critical that this projected enrollment increase translates into an increase in Black student STEM enrollment, persistence and consequently STEM workforce. In view of the shifting demographic landscape, addressing access, equity and achievement for Black students in STEM is essential. Institutions, whether they are secondary or postsecondary, all have unique formal and informal academic structures that students must learn to navigate in order to become academically and socially acclimated to the institution (Tyler, Brothers, & Haynes, 2014). Therefore positive experience with the academic environment becomes critical to the success of a student persisting and graduating. Understanding and addressing the challenges faced by Black students in STEM begins with understanding the complexities they face at all levels of education. A sense of urgency is now needed to explore these complexities and how they impact students at all educational levels. This book will explore hidden figures and concerns of social connectedness, mentoring practices, and identity constructs that uncover unnoticed talent pools and encourage STEM matriculation among Black STEM students' in preK-12 and post-secondary landscapes. Section 1-Socialization Social discourse concerning how male and females are supposed to enact their socially sanctioned roles is being played out daily in educational institutions. Individuals who chose STEM education and STEM careers are constantly battling this social discourse. It is necessary for P-20 STEM spaces to examine and integrate understanding of socialization within the larger societal culture for systemic and lasting change to happen. Section 2-Mentoring A nurturing process in which a more skilled or more experienced person, serving as a role model teaches, sponsors, encourages, counsels, and befriends a less skilled or less experienced person for the purpose of promoting the latter's academic, professional and/or personal development. Section 3-Identity Research focusing on identity constructs in STEM has become more common, especially as it relates to student retention and attrition. Researchers have been able to use identity as a way to examine how social stigma can cause students to (dis)identify within STEM spaces.

Social Support, Prior Interracial Experiences, and Network Orientation

Author : Calvin Graham
Publisher :
ISBN 13 :
Total Pages : 276 pages
Book Rating : 4.:/5 (36 download)

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Book Synopsis Social Support, Prior Interracial Experiences, and Network Orientation by : Calvin Graham

Download or read book Social Support, Prior Interracial Experiences, and Network Orientation written by Calvin Graham and published by . This book was released on 1996 with total page 276 pages. Available in PDF, EPUB and Kindle. Book excerpt:

A Space Provided to Listen

Author : JohnElla J. Holmes
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (96 download)

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Book Synopsis A Space Provided to Listen by : JohnElla J. Holmes

Download or read book A Space Provided to Listen written by JohnElla J. Holmes and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: African American and Latino students continue to experience lower retention and higher attrition rates then their White counterparts. The aim of this qualitative interview study was to understand how African American and Latino students at a predominantly White institution (PWI) achieved graduation in Agriculture-STEM (A-STEM) disciplines. Based on the global need for more A-STEM and STEM professionals and the under-representation of African American and Latino students in the fields, there appeared to be a gap in the research on this population and success attributes with respect to completing undergraduate degrees. There was a tendency in the literature toward examining African American and Latino students utilizing the deficit model. This study explores the lived experiences of two African American and one Latino alumni of A-STEM programs. Understanding the life stories, via counter narratives, of these students may help universities develop stronger support for student success in college for not only African American and Latino students, but for all students in A-STEM disciplines. Critical Race Theory was the framework used for the analysis and the interpretation of the data in this study. The data consisted of interview transcripts, timeline, documents, photographs, and e-mail conversations. Communicating the findings in qualitative interview studies is the result of constructing the experiences and meanings of events through the eyes of the participants in a manner that portrays a representation of their experiences. Each participant's counter narratives were created to highlight salient patterns reflected in their experiences. The writing around the participants' experiences, and the interrogation of data allowed for the identification of patterns that were consistent with each participant's stories and their individual unique details. The findings revealed: (a) ethnic minority students want faculty and administrators who looked like them because having someone to understand their experiences as people of color in PWI is needed; (b) the need for organizations that support ethnic minority student academic and social success, which in turn helps to create a sense of belongingness and a more inclusive campus climate; (c) more overall faculty support in and out of the classroom; and (d) opportunities for involvement in faculty-led research projects.

Social Network Structure, Perceived Social Support and Social Network Orientation

Author : Ana I. Aguirre-Deandreis
Publisher :
ISBN 13 :
Total Pages : 144 pages
Book Rating : 4.F/5 ( download)

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Book Synopsis Social Network Structure, Perceived Social Support and Social Network Orientation by : Ana I. Aguirre-Deandreis

Download or read book Social Network Structure, Perceived Social Support and Social Network Orientation written by Ana I. Aguirre-Deandreis and published by . This book was released on 1992 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt:

The Black and Hispanic Undergraduate Experience at a Major State Institution in the Southwest

Author : Evangeline Delores McConnell McJamerson
Publisher :
ISBN 13 :
Total Pages : 350 pages
Book Rating : 4.3/5 ( download)

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Book Synopsis The Black and Hispanic Undergraduate Experience at a Major State Institution in the Southwest by : Evangeline Delores McConnell McJamerson

Download or read book The Black and Hispanic Undergraduate Experience at a Major State Institution in the Southwest written by Evangeline Delores McConnell McJamerson and published by . This book was released on 1989 with total page 350 pages. Available in PDF, EPUB and Kindle. Book excerpt: Exploratory in nature, this two-stage institutional case study was conducted in response to the declining participation of Blacks and Hispanics in higher education, particularly at predominantly White colleges and universities (PWCUs). The retention/attrition literature, suggest Black and Hispanic problematic student-institution interactions, questionable academic and social integration, and a uniquely tenuous "fit" at PWCUs. The researcher's intent was to test the validity of the interaction theoretical framework by documenting the experience of Black and Hispanic undergraduates for a five-year period at one large, predominantly White institution in the Southwest. In Stage I, (1) four successive (1982-85) cohorts (2,278) of Black, Hispanic, and White first-time full time undergraduates were identified in order to ascertain in enrollment, persistence and degree attainment rates and trends and (2) cohorts were divided by persistence status, race/ethnicity and gender to permit development of persisting and nonpersisting student profiles using selected demographic, academic and involvement characteristics. In Stage II, a sample of persisting and nonpersisting Black and Hispanic students were surveyed by telephone using a researcher constructed Environmental Evaluation. The study documented clear racial/ethnic differences in enrollment, persistence and degree attainment

Social Network Composition, Perceived Social Support, Cross-cultural Perceptions and Cross-cultural Relationships of Latino Immigrant, African-American and White American Adolescents

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Author : Yolanda Elizabeth Mancilla
Publisher :
ISBN 13 :
Total Pages : 476 pages
Book Rating : 4.:/5 (272 download)

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Book Synopsis Social Network Composition, Perceived Social Support, Cross-cultural Perceptions and Cross-cultural Relationships of Latino Immigrant, African-American and White American Adolescents by : Yolanda Elizabeth Mancilla

Download or read book Social Network Composition, Perceived Social Support, Cross-cultural Perceptions and Cross-cultural Relationships of Latino Immigrant, African-American and White American Adolescents written by Yolanda Elizabeth Mancilla and published by . This book was released on 1992 with total page 476 pages. Available in PDF, EPUB and Kindle. Book excerpt:

The Impact of Social Support, School Connectedness, and Community Organization on Academic Achievement Among Black & Hispanic Adolescents in an Urban Low-income School District

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Author : Stephanie M. Compasso
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (115 download)

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Book Synopsis The Impact of Social Support, School Connectedness, and Community Organization on Academic Achievement Among Black & Hispanic Adolescents in an Urban Low-income School District by : Stephanie M. Compasso

Download or read book The Impact of Social Support, School Connectedness, and Community Organization on Academic Achievement Among Black & Hispanic Adolescents in an Urban Low-income School District written by Stephanie M. Compasso and published by . This book was released on 2020 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The disparities in education disproportionately facing Black and Hispanic adolescents, particularly those who attend low-income urban school districts, have far too often been examined through a deficit-based lens, in comparison to White middle-class adolescents. Such comparisons can overlook the cultural strengths of low-income Black and Hispanic adolescents and create a biased interpretation of educational and developmental research. Grounded in the Social Development Model and the Convoy Model of Social Networks, this study examines the interactions of parental support, peer support, school connectedness, and community organization as sources of strength, influencing academic achievement for low-income Black and Hispanic adolescents through a culturally sensitive, strength-based lens. Utilizing data collected from the Communities that Care (CTC) Youth Survey, influences of social support for Black (N = 78) and Hispanic (N = 228) adolescents were evaluated separately. Results revealed a direct effect of parental support, a partial effect of peer support, and a mediating effect of school connectedness on academic achievement. To allow for cultural strengths to be highlighted, findings from this study support the importance of examining academic achievement for low-income Black and Hispanic adolescents as separate and distinct without comparison to a White, middle-class control group. Implications for practice, policy, and future research are discussed.

Rise Up

Author : Veronica Flores Pecero
Publisher :
ISBN 13 :
Total Pages : 252 pages
Book Rating : 4.:/5 (988 download)

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Book Synopsis Rise Up by : Veronica Flores Pecero

Download or read book Rise Up written by Veronica Flores Pecero and published by . This book was released on 2016 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the demographics of the United States continue to change, Latinas are estimated to account for a third of all women in the United States by the year 2060 (Gandara, 2015). Despite increases in enrollment, they still hold one of the lowest rates of doctoral degree attainment compared to other racial and ethnic groups. Doctoral education provides an avenue for innovative ideas and breakthroughs in a variety of fields as the core purpose of doctoral education is to generate, produce, and disseminate new knowledge (Council of Graduate Schools, 2005). Therefore, if the United States seeks to remain a world leader in education and innovation, it is essential to pay close attention to the experiences of Latinas in doctoral programs, as they provide the training grounds for needed innovation in our society. The purpose of this study was to explore the first year experiences of Latina doctoral students at predominantly White institutions. Through the use of Latino Critical Theory (LatCrit), Chicana Feminist Epistemology, and testimonios, the research explored how a) the intersection of race, ethnicity, and gender, as well as other salient identities, shaped Latinas' experiences during the first year of doctoral study, b) how Latina doctoral students utilized support networks during the first year, and c) how the first year shaped subsequent years in their doctoral program. The findings illustrated how a lack of diversity in programs and institutions resulted in various challenges, including racism, microaggressions, and other forms of biases. However, through various support networks, such as family and faculty mentors, the participants were able to use the lessons of the first year to strengthen their voice in and out of the classroom and persist through their program. Ultimately, the aim of this study was to showcase the experiences of Latina doctoral students from their own perspectives to inform future research and practice.

The Relationship Between Racial Identity and the Socialization of Black Ph. D. Students at Predominantly White Institutions

Author : Ferlin Garbe McGaskey
Publisher :
ISBN 13 :
Total Pages : 219 pages
Book Rating : 4.:/5 (771 download)

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Book Synopsis The Relationship Between Racial Identity and the Socialization of Black Ph. D. Students at Predominantly White Institutions by : Ferlin Garbe McGaskey

Download or read book The Relationship Between Racial Identity and the Socialization of Black Ph. D. Students at Predominantly White Institutions written by Ferlin Garbe McGaskey and published by . This book was released on 2011 with total page 219 pages. Available in PDF, EPUB and Kindle. Book excerpt: Successful graduate student socialization has been characterized as the acceptance and adoption of disciplinary values and beliefs into the students' identity (Bragg, 1976; Weidman, Twale, & Stein, 2001). Some scholars assert that assimilating the values and beliefs of the discipline may be difficult for Blacks students as their cultural beliefs and values may be incongruent (Antony, 2002; Tierney & Rhoads, 1994). Surprisingly, there appears to be no empirical studies exploring this assertion for Black Ph. D. students. The purpose of this study was to determine if cultural beliefs and values influence the socialization experiences of Black Ph. D. students. Specifically, using racial identity as a theoretical framework, hierarchical regression analysis was used to examine the relationship between racial identity and socialization (as measured by faculty-student interactions, peer-peer interactions, and student's perceptions of faculty) of Black Ph. D. students at predominantly White institutions (PWIs). Data were collected from 389 current Ph. D. students and recent completers. Racial identity was assessed using the Multidimensional Inventory of Black Identity (Sellers, Smith, Shelton, Rowley, & Chavous, 1998). After controlling for key demographic variables, results indicated racial identity influenced some aspects of socialization. Specifically, public regard was positively related to faculty-student interaction as well as students' perception of faculty. Racial centrality and ascribing to a humanist ideology were also positively related to students' perception of faculty. Finally, ascribing to a nationalist ideology was inversely related to peer-peer interactions. The findings indicate that cultural beliefs and values do influence the socialization experience. Moreover, the results reveal a potential rationale for the possible differences in socialization among Black Ph. D. students. Specifically, differences in racial identity attitudes and beliefs influence the behavior of students and thus their socialization experience. Overall, the findings suggest that faculty and students in Ph. D. programs at PWI institutions might develop socialization practices that take into consideration cultural differences. Specific recommendations include: forming a mentoring/advising partnership with student to determine the most relevant plan for socialization into the student's desired roles and using pedagogies and practices such as collaborative learning and wise schooling that are culturally relevant and supportive.

Social Integration and Persistence of Commuter and Resident African American and Hispanic Students in Predominantly White Higher Education Institutions /by Althea Teresa Porter

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Author : Althea Teresa Porter
Publisher :
ISBN 13 :
Total Pages : 624 pages
Book Rating : 4.:/5 (12 download)

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Book Synopsis Social Integration and Persistence of Commuter and Resident African American and Hispanic Students in Predominantly White Higher Education Institutions /by Althea Teresa Porter by : Althea Teresa Porter

Download or read book Social Integration and Persistence of Commuter and Resident African American and Hispanic Students in Predominantly White Higher Education Institutions /by Althea Teresa Porter written by Althea Teresa Porter and published by . This book was released on 1991 with total page 624 pages. Available in PDF, EPUB and Kindle. Book excerpt: