Disrupting Ruling Relations: The Role of The PROMISE Program as a Third Space

Autor/inn/en	O'Meara, KerryAnn; Griffin, Kimberly A.; Nyunt, Gudrun; Lounder, Andrew
Titel	Disrupting Ruling Relations: The Role of The PROMISE Program as a Third Space
Quelle	In: Journal of Diversity in Higher Education, 12 (2019) 3, S.205-218 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nyunt, Gudrun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8926
DOI	10.1037/dhe0000095
Schlagwörter	STEM Education; Graduate Study; Graduate Students; Socialization; Academic Persistence; Social Isolation; College Environment; Competition; Student Adjustment; Communities of Practice; Social Justice; Disproportionate Representation; Program Effectiveness; Maryland + Suchen Sie Ihr Suchwort? STEM; Aufbaustudium; Graduiertenstudium; Hauptstudium; Graduate Study; Student; Students; Studentin; Socialisation; Sozialisation; Soziale Isolation; Hochschulumwelt; Wettkampf; Adjustment; Schüler; Schülerin; Adaptation; Community; Soziale Gerechtigkeit
Abstract	Applying the concept of ruling relations--everyday norms, assumptions, logics, and social interactions that structure people's everyday lives (Smith, 1999)--to STEM underrepresented minority (URM) graduate student experiences provides a unique and important way to understand how inequality can be integrated into the graduate student socialization process. We used an ethnographic case study approach to understand the challenges URM students experience in STEM graduate programs and how an NSF-funded program called PROMISE, created to support the retention and advancement of URM students, countered these ruling relations. We found that students experienced isolation and a lack of community, an environment that stressed individualism and competition, and hierarchical structures in their STEM departments that made them question whether they belonged and could succeed. The PROMISE program opposed these ruling relations by operating as a "third space" for graduate participants, a space that was neither work nor home. This "third space" was experienced as neutral territory where hierarchy was de-emphasized and there was a critical mass of other URM STEM students with whom to find community, affirmation, and support. As a "third space," the PROMISE program fostered different rules of engagement--community, affirmation, and egalitarianism--which ran counter to participants' experiences in their home department. The article concludes with recommendations for practice. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01