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A Web of Support: A Critical Narrative Analysis of Black Women's Relationships in STEM Disciplines

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Title: A Web of Support: A Critical Narrative Analysis of Black Women's Relationships in STEM Disciplines
Language: English
Authors: Paris Wicker, Dorian L. Mccoy, Rachelle Winkle-Wagner, Imani Barnes
Source: Review of Higher Education. 2023 47(1):93-125.
Availability: Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: https://www.press.jhu.edu/journals/list
Peer Reviewed: Y
Page Count: 33
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: African American Students, College Students, Black Colleges, Females, STEM Education, Social Capital, Social Support Groups, Learning Strategies, Academic Persistence
Geographic Terms: Georgia (Atlanta), Illinois (Chicago), Michigan (Detroit), Louisiana (New Orleans), Nebraska (Lincoln), Nebraska (Omaha)
DOI: 10.1353/rhe.2023.a907272
ISSN: 0162-5748
1090-7009
Abstract: While nearly half (40%) of Black students leave STEM disciplines, and racialized and gendered social and environmental factors play a role in STEM pathways of Black women, less known is how relationships and critical social capital facilitate undergraduate STEM success. Using a critical narrative approach, we explored how strong relationships at Spelman College helped Black women thrive in STEM degree programs at HBCUs and beyond. Findings focused on three out of 105 narratives suggest that Black women strategically created dynamic webs of support that included families, faculty, and administrators in and out of STEM disciplines, often leading to increased opportunities and a greater likelihood of persistence.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1415826
Database: ERIC
FullText Text:
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  Data: A Web of Support: A Critical Narrative Analysis of Black Women's Relationships in STEM Disciplines
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Paris+Wicker%22">Paris Wicker</searchLink><br /><searchLink fieldCode="AR" term="%22Dorian+L%2E+Mccoy%22">Dorian L. Mccoy</searchLink><br /><searchLink fieldCode="AR" term="%22Rachelle+Winkle-Wagner%22">Rachelle Winkle-Wagner</searchLink><br /><searchLink fieldCode="AR" term="%22Imani+Barnes%22">Imani Barnes</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Review+of+Higher+Education%22"><i>Review of Higher Education</i></searchLink>. 2023 47(1):93-125.
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  Data: Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: https://www.press.jhu.edu/journals/list
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  Data: Y
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  Data: 33
– Name: DatePubCY
  Label: Publication Date
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  Data: 2023
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22African+American+Students%22">African American Students</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Black+Colleges%22">Black Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Females%22">Females</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Capital%22">Social Capital</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Support+Groups%22">Social Support Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Persistence%22">Academic Persistence</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Georgia+%28Atlanta%29%22">Georgia (Atlanta)</searchLink><br /><searchLink fieldCode="DE" term="%22Illinois+%28Chicago%29%22">Illinois (Chicago)</searchLink><br /><searchLink fieldCode="DE" term="%22Michigan+%28Detroit%29%22">Michigan (Detroit)</searchLink><br /><searchLink fieldCode="DE" term="%22Louisiana+%28New+Orleans%29%22">Louisiana (New Orleans)</searchLink><br /><searchLink fieldCode="DE" term="%22Nebraska+%28Lincoln%29%22">Nebraska (Lincoln)</searchLink><br /><searchLink fieldCode="DE" term="%22Nebraska+%28Omaha%29%22">Nebraska (Omaha)</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1353/rhe.2023.a907272
– Name: ISSN
  Label: ISSN
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  Data: 0162-5748<br />1090-7009
– Name: Abstract
  Label: Abstract
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  Data: While nearly half (40%) of Black students leave STEM disciplines, and racialized and gendered social and environmental factors play a role in STEM pathways of Black women, less known is how relationships and critical social capital facilitate undergraduate STEM success. Using a critical narrative approach, we explored how strong relationships at Spelman College helped Black women thrive in STEM degree programs at HBCUs and beyond. Findings focused on three out of 105 narratives suggest that Black women strategically created dynamic webs of support that included families, faculty, and administrators in and out of STEM disciplines, often leading to increased opportunities and a greater likelihood of persistence.
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  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1415826
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1415826
RecordInfo BibRecord:
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        Value: 10.1353/rhe.2023.a907272
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 33
        StartPage: 93
    Subjects:
      – SubjectFull: African American Students
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Black Colleges
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      – SubjectFull: Females
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      – SubjectFull: STEM Education
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      – SubjectFull: Social Capital
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      – SubjectFull: Social Support Groups
        Type: general
      – SubjectFull: Learning Strategies
        Type: general
      – SubjectFull: Academic Persistence
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      – SubjectFull: Georgia (Atlanta)
        Type: general
      – SubjectFull: Illinois (Chicago)
        Type: general
      – SubjectFull: Michigan (Detroit)
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      – SubjectFull: Louisiana (New Orleans)
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      – SubjectFull: Nebraska (Lincoln)
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      – SubjectFull: Nebraska (Omaha)
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      – TitleFull: A Web of Support: A Critical Narrative Analysis of Black Women's Relationships in STEM Disciplines
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            NameFull: Rachelle Winkle-Wagner
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