Peer Support and STEM Success for One African American Female Engineer

Autor/inn/en	Watkins, Shari Earnest; Mensah, Felicia Moore
Titel	Peer Support and STEM Success for One African American Female Engineer
Quelle	In: Journal of Negro Education, 88 (2019) 2, S.181-193 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	Peer Relationship; STEM Education; Academic Achievement; African American Students; Females; Critical Theory; Race; Educational Experience; Student Experience; Student Attitudes; Undergraduate Study; Doctoral Programs; Story Telling; Social Support Groups + Suchen Sie Ihr Suchwort? Peer-Beziehungen; STEM; Schulleistung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Kritische Theorie; Rasse; Abstammung; Bildungserfahrung; Studienerfahrung; Schülerverhalten; Grundstudium; Doktorandenprogramm; Social support; Soziale Unterstützung
Abstract	This research used counter-storytelling, a critical race theory methodology, to chronicle the lived experiences of one African American female PhD engineer as she recounted her undergraduate, master's, and doctoral STEM experiences at three postsecondary institutions. Using interviews and narrative to capture her first-hand perspective as a woman engineer of color, peer support was revealed as a dominant factor in her attainment of a PhD in engineering. The two counter-stories presented are related to positive and negative peer support in STEM. These narratives serve as valid evidence for one woman's experiences in STEM and emphasize the role of race and racism on peer networks and STEM success. Though showing this one case, the findings have implications for how higher education institutions can provide structures where supportive peer networks can emerge to support women of color and students of color in STEM. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01