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Black Men Doctoral Scientists and Engineers Persisting: Peer Support and Racism in Science and Engineering

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Title: Black Men Doctoral Scientists and Engineers Persisting: Peer Support and Racism in Science and Engineering
Language: English
Authors: Watkins, Shari Earnest (ORCID 0000-0002-8139-3795), McGowan, Brian L. (ORCID 0000-0003-2730-9705)
Source: Journal of Research in Science Teaching. Dec 2022 59(10):1853-1875.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 23
Publication Date: 2022
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: African American Students, Doctoral Students, Scientists, Engineering, Technical Occupations, Science Education, Engineering Education, Peer Relationship, Racism, Student Experience, Peer Influence, Academic Persistence
DOI: 10.1002/tea.21777
ISSN: 0022-4308
1098-2736
Abstract: Drawing on racial battle fatigue as theoretical framing and critical race methodology, we offer the counterstories of 16 Black men doctoral scientists and engineers who relied on same race peer support to successfully persist in their science and engineering (S&E) doctoral programs. Our analysis of narratives and interviews yielded three themes that illustrate the men's engagement with Black peers and how racism influences the types of peer relationships they formed in their S&E doctoral programs. Further, we describe three types of same race peer relationships that support Black men as they pursue S&E doctoral degrees. We underscore the salience of racism and recommend expanding research in S&E by: (1) including the lived experiences of Black men scientists and engineers in the scholarly literature, and (2) highlighting the importance of same race peer networks as academic, emotional, and social structures for Black men persisting in S&E. Within, we offer implications for science education, higher education, and S&E researchers interested in creating supportive S&E environments for Black men.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1354689
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Watkins%2C+Shari+Earnest%22">Watkins, Shari Earnest</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8139-3795">0000-0002-8139-3795</externalLink>)<br /><searchLink fieldCode="AR" term="%22McGowan%2C+Brian+L%2E%22">McGowan, Brian L.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2730-9705">0000-0003-2730-9705</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+in+Science+Teaching%22"><i>Journal of Research in Science Teaching</i></searchLink>. Dec 2022 59(10):1853-1875.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 23
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  Data: 2022
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  Data: Journal Articles<br />Reports - Descriptive
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  Data: <searchLink fieldCode="DE" term="%22African+American+Students%22">African American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Doctoral+Students%22">Doctoral Students</searchLink><br /><searchLink fieldCode="DE" term="%22Scientists%22">Scientists</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering%22">Engineering</searchLink><br /><searchLink fieldCode="DE" term="%22Technical+Occupations%22">Technical Occupations</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering+Education%22">Engineering Education</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Racism%22">Racism</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Influence%22">Peer Influence</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Persistence%22">Academic Persistence</searchLink>
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  Data: 10.1002/tea.21777
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  Data: 0022-4308<br />1098-2736
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  Label: Abstract
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  Data: Drawing on racial battle fatigue as theoretical framing and critical race methodology, we offer the counterstories of 16 Black men doctoral scientists and engineers who relied on same race peer support to successfully persist in their science and engineering (S&E) doctoral programs. Our analysis of narratives and interviews yielded three themes that illustrate the men's engagement with Black peers and how racism influences the types of peer relationships they formed in their S&E doctoral programs. Further, we describe three types of same race peer relationships that support Black men as they pursue S&E doctoral degrees. We underscore the salience of racism and recommend expanding research in S&E by: (1) including the lived experiences of Black men scientists and engineers in the scholarly literature, and (2) highlighting the importance of same race peer networks as academic, emotional, and social structures for Black men persisting in S&E. Within, we offer implications for science education, higher education, and S&E researchers interested in creating supportive S&E environments for Black men.
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        Value: 10.1002/tea.21777
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 23
        StartPage: 1853
    Subjects:
      – SubjectFull: African American Students
        Type: general
      – SubjectFull: Doctoral Students
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      – SubjectFull: Scientists
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      – SubjectFull: Engineering
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      – SubjectFull: Technical Occupations
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      – SubjectFull: Science Education
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      – SubjectFull: Engineering Education
        Type: general
      – SubjectFull: Peer Relationship
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      – SubjectFull: Racism
        Type: general
      – SubjectFull: Student Experience
        Type: general
      – SubjectFull: Peer Influence
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      – SubjectFull: Academic Persistence
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