In Pursuit of Meaningful Relationships: How Black Males Perceive Faculty Interactions in STEM

Autor/inn/en	Fries-Britt, Sharon; White-Lewis, Damani
Titel	In Pursuit of Meaningful Relationships: How Black Males Perceive Faculty Interactions in STEM
Quelle	In: Urban Review: Issues and Ideas in Public Education, 52 (2020) 3, S.521-540 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (White-Lewis, Damani)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-020-00559-x
Schlagwörter	Males; African American Students; Student Attitudes; College Faculty; Teacher Student Relationship; STEM Education; Longitudinal Studies; Teacher Behavior; Interpersonal Relationship; Correlation; Departments; Behavior Change; College Students + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Schülerverhalten; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung; STEM; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Teacher behaviour; Lehrerverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Korrelation; Department; Abteilung; Collegestudent
Abstract	Many studies suggest that faculty support is an important determinant in Black male student's retention in STEM disciplines, yet few have deeply described how these dyadic bonds are formed. The current study investigates the subtle dynamics that characterize the relationships that occur between STEM faculty and Black male students. Using narrative inquiry and thematic analysis to analyze a longitudinal qualitative dataset of Black men in the sciences, several themes were most prominent. Black men shared a desire to transcend beyond "basic relationships" with faculty, eschewing superficiality and instead seeking more personal bonds. When participants perceived a change in faculty members' behaviors, this signaled a reciprocated desire to develop more genuine relationships. Findings demonstrate the complex interplay of perceived faculty behaviors and attitudes that facilitate relationships, and affirm Black men in science courses. Implications from this study strongly urge faculty to reconsider the timing and importance of validating students, both on an individual- and departmental-level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01