| Autor: |
Womack VY; Searle Center for Advancing Learning and Teaching, Northwestern University, Evanston, IL 60208., Onyango L; Department of Preventive Medicine, Northwestern University Feinberg School of Medicine, Chicago, IL 60611., Campbell PB; Campbell-Kibler Associates, Inc., Groton, MA 01450., McGee R; Faculty Affairs, Northwestern University Feinberg School of Medicine, Chicago, IL 60611. |
| Jazyk: |
angličtina |
| Zdroj: |
CBE life sciences education [CBE Life Sci Educ] 2023 Sep; Vol. 22 (3), pp. ar33. |
| DOI: |
10.1187/cbe.22-06-0130 |
| Abstrakt: |
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. |
| Databáze: |
MEDLINE |
| Externí odkaz: |
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