Devalued Black and Latino Racial Identities: A By-Product of STEM College Culture?

Autor/in	McGee, Ebony O.
Titel	Devalued Black and Latino Racial Identities: A By-Product of STEM College Culture?
Quelle	In: American Educational Research Journal, 53 (2016) 6, S.1626-1662 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
Schlagwörter	African American Students; Hispanic American Students; College Students; STEM Education; Racial Bias; Self Concept; Educational Environment; Ethnic Stereotypes; Coping; Racial Identification; Barriers; Whites; Asian American Students; High Achievement; Interviews; Coding + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Collegestudent; STEM; Racial discrimination; Rassismus; Selbstkonzept; Lernumgebung; Pädagogische Umwelt; Schulumwelt; National stereotype; Nationales Stereotyp; Bewältigung; White; Weißer; Asian immigrant; United States; Asiatischer Einwanderer; USA; Interviewing; Interviewtechnik; Codierung; Programmierung
Abstract	At some point most Black and Latino/a college students--even long-term high achievers--question their own abilities because of multiple forms of racial bias. The 38 high-achieving Black and Latino/a STEM study participants, who attended institutions with racially hostile academic spaces, deployed an arsenal of strategies (e.g., stereotype management) to deflect stereotyping and other racial assaults (e.g., racial microaggressions), which are particularly prevalent in STEM fields. These students rely heavily on coping strategies that alter their authentic racial identities but create internal turmoil. Institutions of higher education, including minority-serving schools, need to examine institutional racism and other structural barriers that damage the racial identities of Black and Latino/a students in STEM and cause lasting psychological strain. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01