Black Men Doctoral Scientists and Engineers Persisting: Peer Support and Racism in Science and Engineering

Autor/inn/en	Watkins, Shari Earnest; McGowan, Brian L.
Titel	Black Men Doctoral Scientists and Engineers Persisting: Peer Support and Racism in Science and Engineering
Quelle	In: Journal of Research in Science Teaching, 59 (2022) 10, S.1853-1875 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Watkins, Shari Earnest) ORCID (McGowan, Brian L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21777
Schlagwörter	African American Students; Doctoral Students; Scientists; Engineering; Technical Occupations; Science Education; Engineering Education; Peer Relationship; Racism; Student Experience; Peer Influence; Academic Persistence + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Doctoral studies; Doctorate studies; Doctoral candidate; Doktorandenprogramm; Doktorand; Doktorandin; Scientist; Wissenschaftler; Maschinenbau; Technical occupation; Technischer Beruf; Naturwissenschaftliche Bildung; Ingenieurausbildung; Peer-Beziehungen; Rassismus; Studienerfahrung
Abstract	Drawing on racial battle fatigue as theoretical framing and critical race methodology, we offer the counterstories of 16 Black men doctoral scientists and engineers who relied on same race peer support to successfully persist in their science and engineering (S&E) doctoral programs. Our analysis of narratives and interviews yielded three themes that illustrate the men's engagement with Black peers and how racism influences the types of peer relationships they formed in their S&E doctoral programs. Further, we describe three types of same race peer relationships that support Black men as they pursue S&E doctoral degrees. We underscore the salience of racism and recommend expanding research in S&E by: (1) including the lived experiences of Black men scientists and engineers in the scholarly literature, and (2) highlighting the importance of same race peer networks as academic, emotional, and social structures for Black men persisting in S&E. Within, we offer implications for science education, higher education, and S&E researchers interested in creating supportive S&E environments for Black men. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01