Drawing on Internal Strengths and Creating Spaces for Growth: How Black Science Majors Navigate the Racial Climate at a Predominantly White Institution to Succeed

Autor/inn/en	Stanton, Julie Dangremond; Means, Darris R.; Babatola, Oluwadamilola; Osondu, Chimezie; Oni, Omowunmi; Mekonnen, Birook
Titel	Drawing on Internal Strengths and Creating Spaces for Growth: How Black Science Majors Navigate the Racial Climate at a Predominantly White Institution to Succeed
Quelle	In: CBE - Life Sciences Education, 21 (2022) 1, Artikel 3 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
Schlagwörter	African American Students; Science Education; Majors (Students); Institutional Characteristics; Whites; College Environment; Academic Persistence; Cultural Capital; Social Capital; Human Capital; Student Attitudes; Racial Bias; Racial Discrimination; Code Switching (Language); Georgia + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Naturwissenschaftliche Bildung; White; Weißer; Hochschulumwelt; Sozialkapital; Humankapital; Schülerverhalten; Racial discrimination; Rassismus; Racial bias
Abstract	To support Black students in earning undergraduate science degrees, faculty need to understand the mechanisms that Black students use to succeed. Following an anti-deficit achievement approach, we used the community cultural wealth framework to investigate the strengths that Black undergraduates bring to their science majors. Community cultural wealth consists of capital or "knowledge, skills, abilities, and contacts" that students of color can use in their education. Through participatory action research, we studied academically successful Black science majors in the final year of their undergraduate degrees at a research-intensive predominantly white institution (PWI; n = 34). We collected data using a demographic survey and two semistructured interviews. Three themes emerged from content and thematic analysis. First, Black science majors use their capital to navigate the racial climate at a PWI. Second, Black students use internal strengths as capital to succeed in their science majors at a PWI. Third, Black science majors create virtual and physical spaces where they can share their capital and thrive at a PWI. We use our results to offer suggestions for researchers and instructors who want to take action to support the success of Black science majors. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01