一位非裔美国女工程师的同伴支持和STEM成功

Q2 Social Sciences

The Journal of Negro Education Pub Date : 2022-01-01 DOI:10.7709/jnegroeducation.88.2.0181

S. Watkins, F. Mensah

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引用次数: 16

摘要

摘要:本研究采用一种批判种族理论的反叙事方法，记录了一位非裔美国女性博士工程师的生活经历，她讲述了她在三所高等教育机构的本科、硕士和博士阶段的STEM经历。通过访谈和叙述来捕捉她作为一名有色人种女工程师的第一手视角，同龄人的支持是她获得工程博士学位的主要因素。提出的两个反故事与STEM中的积极和消极同伴支持有关。这些叙述为一位女性在STEM领域的经历提供了有效证据，并强调了种族和种族主义对同龄人网络和STEM成功的影响。虽然只展示了这一个案例，但研究结果对高等教育机构如何提供结构，在这种结构中，支持性的同伴网络可以出现，以支持有色人种女性和STEM领域的有色人种学生具有启示意义。

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Peer Support and STEM Success for One African American Female Engineer

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.

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来源期刊

The Journal of Negro Education Social Sciences-Anthropology

CiteScore

1.20

自引率

0.00%

发文量

期刊介绍： The Journal of Negro Education (JNE), a refereed scholarly periodical, was founded at Howard University in 1932 to fill the need for a scholarly journal that would identify and define the problems that characterized the education of Black people in the United States and elsewhere, provide a forum for analysis and solutions, and serve as a vehicle for sharing statistics and research on a national basis. JNE sustains a commitment to a threefold mission: first, to stimulate the collection and facilitate the dissemination of facts about the education of Black people; second, to present discussions involving critical appraisals of the proposals and practices relating to the education of Black people.