Exploring Racism in the Undergraduate and Graduate School Choices of Scientists and Engineers: Counterspaces for Black Men

Autor/inn/en	Watkins, Shari; McGowan, Brian
Titel	Exploring Racism in the Undergraduate and Graduate School Choices of Scientists and Engineers: Counterspaces for Black Men
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 36 (2023) 3, S.356-368 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Watkins, Shari)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2022.2127018
Schlagwörter	Undergraduate Study; Racism; Educational Experience; Scientists; Engineering; Technical Occupations; Blacks; Males; School Choice; Doctoral Degrees; Science Education; Engineering Education; African American Students; Black Colleges; Predominantly White Institutions + Suchen Sie Ihr Suchwort? Grundstudium; Rassismus; Bildungserfahrung; Scientist; Wissenschaftler; Maschinenbau; Technical occupation; Technischer Beruf; Black person; Schwarzer; Male; Männliches Geschlecht; Choice of school; Schulwahl; Doctoral degree; Doktorgrad; Naturwissenschaftliche Bildung; Ingenieurausbildung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin
Abstract	Using critical race methodology as a methodological framework, this paper explores how 16 Black men PhD scientists and engineers describe their undergraduate and graduate school choices and how race and racism influenced these processes. Our analysis yielded two descriptive themes focused on counterspaces for Black men in science and engineering (S&E). Implications for higher education researchers and practitioners, and S&E faculty interested in supporting the persistence of Black men pursuing and completing S&E postsecondary degrees are offered within. This paper contributes to the literature by investigating the connections between racism, counterspaces, and undergraduate and graduate choices of Black men pursuing S&E. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01