Striving to Excel in STEM: Insights from Underrepresented, Minoritized Graduate Students with High Academic Ability

Autor/inn/en	Yang, Yao; Gentry, Marcia L.
Titel	Striving to Excel in STEM: Insights from Underrepresented, Minoritized Graduate Students with High Academic Ability
Quelle	In: Gifted Child Quarterly, 67 (2023) 2, S.110-136 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang, Yao) ORCID (Gentry, Marcia L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0016-9862
DOI	10.1177/00169862221119208
Schlagwörter	STEM Education; Disproportionate Representation; Talent Development; African American Students; Hispanic American Students; American Indian Students; Minority Group Students; Graduate Students; Student Attitudes; Educational Environment; Student Responsibility; Social Justice; High Achievement; Academic Ability + Suchen Sie Ihr Suchwort? STEM; Begabtenförderung; Talentförderung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Soziale Gerechtigkeit
Abstract	Little information exists concerning underrepresented students' talent development in science, technology, engineering, and mathematics (STEM) disciplines. This retrospective qualitative study investigated the talent development processes of five Black, seven Hispanic, and three Native American graduate students enrolled in STEM disciplines. All participants completed three individual, 1-hr interviews. Inductive thematic analysis revealed participants experienced challenges throughout their schooling, including chilly atmosphere in STEM disciplines, sense of loneliness, imposter syndrome, and pressure to prove themselves as capable. Despite these obstacles, participants benefited from academic rigor in STEM, gifted education programs, and extended support networks from families, friends, and mentors. Participants also developed a strong sense of responsibility for community service and social justice. Implications for research and practice are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01