Into the Storm: Ecological and Sociological Impediments to Black Males' Persistence in Engineering Graduate Programs

Autor/inn/en	Burt, Brian A.; Williams, Krystal L.; Smith, William A.
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01