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Autor/inn/en | Burt, Brian A.; Williams, Krystal L.; Smith, William A. |
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Titel | Into the Storm: Ecological and Sociological Impediments to Black Males' Persistence in Engineering Graduate Programs |
Quelle | In: American Educational Research Journal, 55 (2018) 5, S.965-1006 (42 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0002-8312 |
DOI | 10.3102/0002831218763587 |
Schlagwörter | African American Students; Graduate Students; Males; Engineering Education; School Policy; Racial Bias; College Admission; Gender Bias; Interaction; Peer Relationship; Faculty Advisers; Teacher Student Relationship; Social Justice; Racial Composition; Coping; Social Isolation African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Male; Männliches Geschlecht; Ingenieurausbildung; Schulpolitik; Racial discrimination; Rassismus; Hochschulzugang; Hochschulzulassung; Zulassung; Geschlechterstereotyp; Interaktion; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Soziale Gerechtigkeit; Bewältigung; Soziale Isolation |
Abstract | While much is known about how Black students negotiate and navigate undergraduate studies, there is a dearth of research on what happens when these students enter graduate school. This article presents the results of a study of 21 Black male graduate students in engineering from one highly ranked research-intensive institution. This article provides evidence of structurally racialized policies within the engineering college (e.g., admissions) and racialized and gendered interactions with peers and advisors that threaten Black males' persistence in engineering. We argue for taking an anti-deficit approach to understanding Black males' persistence in engineering. We conclude with implications for policy, practice, and research that could further improve the scholarship and experiences of Black males in engineering graduate programs. (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: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |