Literaturnachweis - Detailanzeige
| Autor/inn/en | Hubain, Bryan S.; Allen, Evette L.; Harris, Jessica C.; Linder, Chris |
|---|---|
| Titel | Counter-Stories as Representations of the Racialized Experiences of Students of Color in Higher Education and Student Affairs Graduate Preparation Programs |
| Quelle | In: International Journal of Qualitative Studies in Education (QSE), 29 (2016) 7, S.946-963 (18 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0951-8398 |
| DOI | 10.1080/09518398.2016.1174894 |
| Schlagwörter | Student Experience; Graduate Students; Minority Group Students; Critical Theory; Race; Postsecondary Education as a Field of Study; Student Personnel Services; Story Telling; Masters Programs; Racial Bias; Interviews |
| Abstract | In this paper, we employ Critical Race Theory theoretically and methodologically to examine the racialized experiences of students of color in higher education and student affairs (HESA) graduate preparation programs. We employ counter-storytelling as a method for constructing narratives that disrupt the master narrative found within HESA graduate preparation programs, which often boast an espoused commitment to diversity and social justice. Based on a study of 29 graduate students of color in 21 master's programs across the United States, the counter-stories reflect the endemic nature of racism in graduate education including the classroom, academic program, and campus. Students expressed experiences of tokenization, disappointment, feelings of frustration, anger, and racial battle fatigue. Implications for improving racial climates in graduate education are also shared. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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