African-American Women's Experiences in Graduate Science, Technology, Engineering, and Mathematics Education at a Predominantly White University: A Qualitative Investigation

Autor/inn/en	Alexander, Quentin R.; Hermann, Mary A.
Titel	African-American Women's Experiences in Graduate Science, Technology, Engineering, and Mathematics Education at a Predominantly White University: A Qualitative Investigation
Quelle	In: Journal of Diversity in Higher Education, 9 (2016) 4, S.307-322 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8926
DOI	10.1037/a0039705
Schlagwörter	African American Students; Females; STEM Education; Graduate Students; Student Experience; Qualitative Research; Phenomenology; Semi Structured Interviews; Questionnaires; Racial Bias; Self Efficacy; Student School Relationship; Critical Theory; Race + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; STEM; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studienerfahrung; Qualitative Forschung; Phenomenological psychology; Phänomenologie; Psychologie; Fragebogen; Racial discrimination; Rassismus; Self-efficacy; Selbstwirksamkeit; Schüler-Lehrer-Beziehung; Kritische Theorie; Rasse; Abstammung
Abstract	In this phenomenological investigation we used qualitative research methodology to examine the experiences of 8 African American women in science, technology, engineering, and mathematics (STEM) graduate programs at 1 predominantly White university (PWU) in the South. Much of the current research in this area uses quantitative methods and only yields descriptive statistical information. By using qualitative methods, we sought to add significant context to currently available literature about the experiences of African American women in STEM graduate programs at PWUs. We conducted semistructured interviews with research participants. Additionally, participants completed a demographic questionnaire to give us more information about their backgrounds. We analyzed these sources of data to help understand participant experiences. Verbatim quotes from participant interviews were used to highlight experiences and give voice to an often silenced student population in graduate STEM education. Results indicated that participants experienced racial microaggressions, low self-efficacy, and a lack of institutional support while pursuing STEM graduate degrees at this PWU. We offer suggestions about ways issues revealed by participants might be addressed by PWU university personnel. Attention to these issues could make the experiences for African American women more positive while pursuing graduate STEM degrees. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01