“我们的社区是如此之小”:考虑黑人学生适应和归属的种族内同伴网络

IF 3.5 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Seanna C. Leath, Taina B. Quiles, M. Samuel, Uche Chima, Tabbye M Chavous
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引用次数: 2

摘要

虽然黑人学生可能会在以白人为主的机构(pwi)分享与种族相关的经历,但他们是一个具有不同身份信仰、目标和对大学期望的异质社区。在当前的研究中,我们展望了pwi的黑人学生如何在彼此之间以及在更广泛的大学背景下理解他们的种族化身份。根据对32名黑人本科生的采访数据,我们探索了两个pwi的种族内学术和社会规范,特别关注学生的交叉身份如何影响他们与其他黑人学生的关系和经历。我们增加了越来越多的文献,积极挑战黑人学生群体的同质化,并讨论种族内规范如何有助于学生的校园适应和归属感。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
“Our Community Is So Small”: Considering Intraracial Peer Networks in Black Student Adjustment and Belonging at PWIs
Although Black students may share race-related experiences at predominantly White institutions (PWIs), they are a heterogeneous community with diverse identity beliefs, goals, and expectations about college. In the current study, we foreground how Black students at PWIs understand their racialized identities in relation to one another and within the broader university context. Drawing from interview data with 32 Black undergraduate students, we explore intraracial academic and social norms at two PWIs, with a particular focus on how students’ intersectional identities inform their relationships and experiences with other Black students. We add to the growing literature that actively challenges the homogenization of Black student populations and discuss how intraracial norms contribute to students’ campus adjustment and sense of belonging.
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来源期刊
American Educational Research Journal
American Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.70
自引率
0.00%
发文量
19
期刊介绍: The American Educational Research Journal (AERJ) is the flagship journal of the American Educational Research Association, featuring articles that advance the empirical, theoretical, and methodological understanding of education and learning. It publishes original peer-reviewed analyses that span the field of education research across all subfields and disciplines and all levels of analysis. It also encourages submissions across all levels of education throughout the life span and all forms of learning. AERJ welcomes submissions of the highest quality, reflecting a wide range of perspectives, topics, contexts, and methods, including interdisciplinary and multidisciplinary work.
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