Science success, narrative theories of personality, and race self complexity: Is pace represented in the identity construction of African American adolescents?

Winston, Cynthia E.; Rice, David Wall; Bradshaw, Brandi J.; Lloyd, Derek L.; Harris, Lasana T.; Burford, Tanisha I.; Clodimir, Gerard; Kizzie, Karmen; Carothers, Kristin J.; McClair, Vetisha L.; Burrell, Jennifer O.

doi:10.1002/cd.116

Cited by 13 publications

(5 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In future research, we propose the integration of three bodies of scholarship that to our knowledge have not been integrated: (1) intersectionality scholarship generated in the field of STEM education and workforce development (e.g., McGee & Martin, 2011; Ong et al, 2011; Rincón & George-Jackson, 2016; Samuelson & Litzler, 2016; Settles, 2004, 2006; Smith et al, 2014; Tate & Linn, 2005), (2) gender psychology scholarship produced in the field of psychology (e.g., Cole & Stewart, 2001; Rice, 2008; Stewart & McDermott, 2004), and (3) psychological significance of race scholarship produced in the field of psychology (e.g., Boykin, 1986; Cross, 1971, 1991; Franklin, 1999; Goff, Eberhardt, Williams, & Jackson, 2008; Harrell, 1999; J. M. Jones, 2003; Nobles, 1991; Sellers et al, 1998; Steele, 1997; Sue et al, 2007; C. E. Winston et al, 2004; C.…”

Section: Advancing Knowledge About the Psychology Of Intersectionalitmentioning

confidence: 99%

(Un)Hidden Figures: A Synthesis of Research Examining the Intersectional Experiences of Black Women and Girls in STEM Education

Ireland

Freeman²,

Winston-Proctor³

et al. 2018

Review of Research in Education

227

157

View full text Add to dashboard Cite

In this chapter, we argue that intersectionality is a theoretical and methodological framework by which education researchers can critically examine why and how students in STEM fields who are members of intersecting marginalized groups have distinctive experiences related to their social identities, other psychological processes, and educational outcomes. Taken separately, the bodies of education research focused on the experiences of Black students and female students in STEM fields often render Black women and girls "hidden figures" in that they have not sufficiently addressed their simultaneous racialized and gendered experiences in educational contexts. Additionally, we find that the current discourse on intersectionality is limited in that it does not attend to key psychological processes associated with identity and the intersectional experience in STEM education. We take a theoretical and methodological approach to examining intersectionality in STEM education and provide a new interpretation of the literature on Black women and girls in this social context. A synthesis of (N = 60) research studies revealed that (1) identity;(2) STEM interest, confidence, and persistence; (3) achievement, ability perceptions, and attributions; and (4) socializers and support systems are key themes within the experiences of Black women and girls in STEM education. Our analysis also highlights the ways that researchers have employed intersectionality to make the experiences of Black women and girls in STEM education more visible, or "unhidden." We discuss these findings 759072R REXXX10.3102/0091732X18759072Review of Research in EducationIreland et al.: Experiences of Black Women and Girls in STEM research-article2018

show abstract

Section: Advancing Knowledge About the Psychology Of Intersectionalitmentioning

confidence: 99%

(Un)Hidden Figures: A Synthesis of Research Examining the Intersectional Experiences of Black Women and Girls in STEM Education

Ireland

Freeman²,

Winston-Proctor³

et al. 2018

Review of Research in Education

227

157

View full text Add to dashboard Cite

show abstract

“…Swim, Hyers, Cohen, Fitzgerald, and Bylsma (2003) argued that “a growing alternative approach to understanding current forms of racism is to focus on the recipients of this racism by obtaining their descriptions of their experiences” (p. 39). Through the collection of hair stories from Black people, narrative methodology offers benefits to research scientists because hair narratives can expose autobiographical reasoning and narrative processing of racial phenotype, as well as the emotional reactions (see Winston et al, 2004; Mbilishaka, 2018c). The existing surveys on hair bias and discrimination do not offer the full scope of lived experiences with fixed responses.…”

Section: Purpose Of the Present Studymentioning

confidence: 99%

Don’t get it twisted: Untangling the psychology of hair discrimination within Black communities.

Mbilishaka¹,

Clemons²,

Hudlin³

et al. 2020

American Journal of Orthopsychiatry

View full text Add to dashboard Cite

Systems of oppression have shaped the prejudicial treatment of Black people based on the appearance of their hair, from the era of chattel enslavement to present-day America. Hair discrimination is a social injustice characterized by unfairly regulating and insulting people based on the appearance of their hair. A sampling of 90 African American community members narrated memories of hair discrimination using the guided hair autobiography method. While the hair narratives revealed texture, length, and style were the most common entry points into discriminatory behaviors, color, hair augmentation, density, and product choice were also tools of "othering" within a Eurocentric aesthetic value system. The narratives suggested that men and women experience interpersonal rejections early in their development in both emotionally intimate (at home with family) and public settings (at school with teachers and classmates). Sadness was the most frequently reported emotional response to these rejections. These findings extend the current literature on the psychological significance of hair within Black lives and pleads for policies of hair protection at work, hair-based professional development for teachers in schools, hair-influenced educational curriculum for students, community-based programming in hair care settings, and family interventions during hair combing interactions. Public Policy Relevance StatementRace-based discrimination continues to be a political and psychological strain on Black Americans and discrimination encounters are often manifested because of unequal treatment of Black people through hair. The results of this qualitative study suggest that policies need to be developed and enacted in school-based settings, with input from hair care and mental health professionals.

show abstract

“…During late adolescence and early adulthood, identity development is salient, and colleges play a key socializing role in nurturing positive identities and academic motivation of students. African American college students' identity development is not only complicated by their entry into the developmental stage of emerging adulthood, but also by the psychological complexity of the meaning of race within the culture of a racialized society (Winston et al, 2004 ; Winston, 2012 ; Winston and Winston, 2012 ). This study offers new culturally-specific knowledge about self and school context factors that are important to understand the motivational psychology of African American students.…”

Section: Discussionmentioning

confidence: 99%

Racial Identity-Rooted Academic Motivation of First-Year African American Students Majoring in STEM at an HBCU

et al. 2021

View full text Add to dashboard Cite

The purpose the present study is to explore African American undergraduate students' perceptions of their experiences and academic motivation within a Historically Black College or University (HBCU) learning environment. As part of a larger study, we collected 212 open-ended survey responses from first year students in STEM majors about how the HBCU context shapes their academic motivation. We used semantic thematic data analysis and found three major themes and corresponding sub themes that were salient in the development of students' academic motivation: place (institutional climate, HBCU mission and tradition, and absence of marginalization); pedagogy (culturally relevant pedagogy, positive faculty-student relationships, African American curriculum and instruction, racial socialization); and people (people “like me”; student, faculty and alumni models of high achieving African Americans). We discovered that HBCU institutional factors engendered academic motivation that is rooted in students' racial identity and suggest the construct of racial identity-rooted academic motivation. Given the important and unique realities of African American students that impact their educational experiences, engagement, identity development, and achievement in various types of school contexts, self and sociocultural variables must be included in research and theory on the motivational psychology of African American students. Implications for higher education practice and future research are discussed.

show abstract

Science success, narrative theories of personality, and race self complexity: Is pace represented in the identity construction of African American adolescents?

Cited by 13 publications

References 36 publications

(Un)Hidden Figures: A Synthesis of Research Examining the Intersectional Experiences of Black Women and Girls in STEM Education

(Un)Hidden Figures: A Synthesis of Research Examining the Intersectional Experiences of Black Women and Girls in STEM Education

Don’t get it twisted: Untangling the psychology of hair discrimination within Black communities.

Racial Identity-Rooted Academic Motivation of First-Year African American Students Majoring in STEM at an HBCU

Contact Info

Product

Resources

About