"We All We Got": Considering Peer Relationships as Multi-Purpose Sustainability Outlets among Millennial Black Women Graduate Students Attending Majority White Urban Universities

Autor/in	Apugo, Danielle L.
Titel	"We All We Got": Considering Peer Relationships as Multi-Purpose Sustainability Outlets among Millennial Black Women Graduate Students Attending Majority White Urban Universities
Quelle	In: Urban Review: Issues and Ideas in Public Education, 49 (2017) 2, S.347-367 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-017-0404-2
Schlagwörter	Peer Relationship; Graduate Students; Womens Education; African American Students; Mentors; Sustainability; Racial Bias; Coping; Racial Relations; Whites; Epistemology; Females; Generational Differences + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; 'Women''s education'; Frauenbildung; African Americans; Afroamerikaner; Schüler; Schülerin; Nachhaltigkeit; Racial discrimination; Rassismus; Bewältigung; White; Weißer; Erkenntnistheorie; Weibliches Geschlecht
Abstract	This article explores the use of peer relationships among graduate millennial Black women (GMBW) in majority white urban universities as methods of mentorship and sustainability. Though informally constructed, the women in this study purposed their peer relationships to fill a void often satisfied through formal mentor relationships. Findings from this study also suggest that GMBW leverage their peer relationships as academic, professional, and emotional support entities that play a significant role in helping them to process instances of perceived negative race-related behaviors. Data revealed peer relationships as support mechanisms responsible for participants' overall well-being as graduate students. A womanist epistemological perspective was applied to the research process in order to frame and interpret the participant's experiences and existence within the aforementioned educational setting. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01