The Role of Resilience in Black Men's Success in STEM Graduate Programs

Autor/inn/en	Gazley, J. Lynn; Campbell, Patricia B.
Titel	The Role of Resilience in Black Men's Success in STEM Graduate Programs
Quelle	In: Journal of Negro Education, 89 (2020) 3, S.360-372 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	Resilience (Psychology); African American Students; Males; STEM Education; Doctoral Students; Academic Achievement; Racial Discrimination; Racial Bias; Stress Variables; Student Experience; Social Support Groups; Student Attitudes + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; STEM; Doctoral studies; Doctorate studies; Doctoral candidate; Doktorandenprogramm; Doktorand; Doktorandin; Schulleistung; Racial bias; Rassismus; Racial discrimination; Studienerfahrung; Social support; Soziale Unterstützung; Schülerverhalten
Abstract	Although significant underrepresentation remains, many Black men successfully complete PhDs in science, accruing resources and deploying resilience strategies to manage stress including the constant stress associated with racism. We explore the role resilience plays in the success of three Black men, using annual interviews collected from beginning graduate school through attaining the PhD. Based on their experiences, we frame resilience as a replenishable resource, where the level of resource at any given moment reflects a history of withdrawal and renewal. In addition, we provide suggestions for ways students can build and deploy resilience resources to help them move toward their goals and point out the critical role graduate institutions play in creating resource-rich contexts for Black students. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01