"In the back of my mind": A Longitudinal Multiple Case Study Analysis of Successful Black Women Biomedical Graduate Students Navigating Gendered Racism.

IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Veronica Y Womack, Letitia Onyango, Patricia B Campbell, Richard McGee
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Abstract

Black women in graduate school can experience stress due to blatant and subtle acts of gendered racism. However, we do not know how such stressors are navigated over time among those who successfully complete their PhDs. The current study used a Black feminist thought framework and narrative analysis to conduct a longitudinal exploration of how three successful Black women biomedical graduate students make sense of and respond to gendered racism they experienced and the coping strategies they employ as they persist. When interacting with others, the women experienced low expectations and doubts about being legitimate scientists. These experiences contributed to feelings of isolation, impacted their networking opportunities, and dampened their view of the desirability of an academic career postgraduation. Over time, their coping strategies for dealing with negative racial and gendered racial stereotypes and biases shifted from opting to "prove others wrong" or working harder, to leaning on their social networks for camaraderie and advice as well as choosing to not exert energy to form a response. Implications for mentoring and mentoring programs at the graduate level and science, technology, engineering, and mathematics programming are discussed.

“在我的脑海里”:成功的黑人女性生物医学研究生驾驭性别种族主义的纵向多案例分析。
研究生院的黑人女性可能会因为公然和微妙的性别种族主义行为而感到压力。然而,我们不知道这些压力源是如何随着时间的推移在那些成功完成博士学位的人中得到控制的。目前的研究使用了黑人女权主义思想框架和叙事分析,对三名成功的黑人女性生物医学研究生如何理解和应对她们所经历的性别种族主义,以及她们在坚持下去时采用的应对策略进行了纵向探索。在与他人互动时,这些女性对自己是否是合法的科学家抱有很低的期望和怀疑。这些经历导致了孤独感,影响了他们的社交机会,也打消了他们对毕业后学术生涯可取性的看法。随着时间的推移,他们应对负面种族和性别种族刻板印象和偏见的策略从选择“证明他人错了”或更加努力地工作,转变为依靠社交网络来获得友情和建议,以及选择不施加能量来形成回应。讨论了对研究生阶段的指导和辅导计划以及科学、技术、工程和数学编程的影响。
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来源期刊
Cbe-Life Sciences Education
Cbe-Life Sciences Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
6.50
自引率
13.50%
发文量
100
审稿时长
>12 weeks
期刊介绍: CBE—Life Sciences Education (LSE), a free, online quarterly journal, is published by the American Society for Cell Biology (ASCB). The journal was launched in spring 2002 as Cell Biology Education—A Journal of Life Science Education. The ASCB changed the name of the journal in spring 2006 to better reflect the breadth of its readership and the scope of its submissions. LSE publishes peer-reviewed articles on life science education at the K–12, undergraduate, and graduate levels. The ASCB believes that learning in biology encompasses diverse fields, including math, chemistry, physics, engineering, computer science, and the interdisciplinary intersections of biology with these fields. Within biology, LSE focuses on how students are introduced to the study of life sciences, as well as approaches in cell biology, developmental biology, neuroscience, biochemistry, molecular biology, genetics, genomics, bioinformatics, and proteomics.
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