Trailblazers, Reciprocity, and Doctoral Education: The Pursuit of Critical Race Praxis and Survivance among Doctoral Students of Color

Roberts, Tuesda S.; Gutierrez, Lorena; Grey, ThedaMarie Gibbs; Stanbrough, Raven Jones

doi:10.1080/00221546.2020.1803027

Cited by 9 publications

(8 citation statements)

References 39 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These things are necessary for me to learn, so I am able to go back to the reservation to help my people." The idea of enduring something that is exceedingly difficult in order to fulfill a desire or plan to serve one's community is not new (Brayboy 2005) and, in fact, is a common theme across underrepresented students in higher education (Roberts et. al.…”

Section: Being In the Right Mindset And Acting In The Right Waysmentioning

confidence: 99%

“We constantly have to navigate”: Indigenous students’ and professionals’ strategies for navigating ethical conflicts in STEMM

Castagno

Ingram

Camplain

et al. 2022

Cult Stud of Sci Educ

View full text Add to dashboard Cite

This paper reports on a research project that explored ethical, cultural, and/or spiritual conflicts and the various strategies used to navigate the conflicts among over 400 Indigenous students and professionals in science, technology, engineering, mathematics, and medicine [Our initial project was conceptualized as including STEM fields (not including the final M for medicine/health-related fields). However, our work included survey respondents and interviewees in medicine/health-related fields, so our subsequent analysis and discussion uses the more inclusive acronym of STEMM.] (STEMM) fields. These navigational strategies include teaching others and leveraging their support, engaging in ceremonial practices to provide protection and correction when needed, being in the right mindset and/or acting in the right ways, and—for some—changing pathways altogether. By centering Indigenous students' and professionals’ voices and experiences, we learn how intentional, complex, and thoughtful their strategies must be.

show abstract

Section: Being In the Right Mindset And Acting In The Right Waysmentioning

confidence: 99%

“We constantly have to navigate”: Indigenous students’ and professionals’ strategies for navigating ethical conflicts in STEMM

Castagno

Ingram

Camplain

et al. 2022

Cult Stud of Sci Educ

View full text Add to dashboard Cite

show abstract

“…Roberts et al ( 2021 ) examined the motivations and experiences of doctoral students of color in colleges/departments of education. They posed two research questions: (1) What influences doctoral students of color to pursue a doctoral education?…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…Roberts et al ( 2021 ) obtained their data using a 61 item-survey of Likert-scale and open-ended, narrative items. Survey items were designed to solicit answers about participants’ experiences during their actual years of study.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…These ideas first originated, in general, from Delgado and Stefancic (2017), and in education by Lynn and Dixson (2013). Roberts et al (2021) examined the motivations and experiences of doctoral students of color in colleges/departments of education. They posed two research questions: (1) What influences doctoral students of color to pursue a doctoral education?…”

Section: Literature Review On Critical Race Theory (Crt)mentioning

confidence: 99%

See 1 more Smart Citation

Assessing changes in the underrepresentation of Blacks, Latinx/Hispanics, and Native American doctoral students in U.S. Geography Programs, and a model for change: the Michigan State University model

2022

View full text Add to dashboard Cite

This study used critical race theory to examine the changes in awarding of doctoral degrees in Departments of Geography to American citizens who are Black, Latinx, and/or Native American. Data were obtained from the Integrated Postsecondary Education Data System (IPEDS), 1997–2019. The data show that of 4918 doctoral degrees awarded from 1997 to 2019, only 86 or 1.64% were awarded to African American students, 122 or 2.39% were awarded to Hispanic American students, and 25 or 0.53% were awarded to Native American students. The differential awarding of degrees was related to the differential funding by race and ethnicity to support their completion of the doctorate degrees. Critical race theory may lead to consciousness for students to review the practice as disparate impact racial discrimination. If policies and practices in departments of geography are not changed there will continue to be few doctoral degrees obtained by Blacks, Hispanics, and Native Americans. The paper offers a model for change.

show abstract

“…Out-of-school writing practices are particularly important when thinking about African American girls’ cultural understandings, since such writing can reveal stories that may be neither written nor acknowledged in school settings. In fact, in an effort to create writing spaces for girls of color, Roberts, Gibbs Grey, Gutiérrez, and Stanbrough (2017) have advocated that such girls “be able to build and sustain positive relationships and identities as writers. As educators, it is paramount to their self-esteem and academic success to help girls of color build and sustain strong individual and collective relationships with writing” (par.…”

mentioning

confidence: 99%

Examining African American Girls’ Literate Intersectional Identities Through Journal Entries and Discussions About STEM

Ellison

Robinson

Qiu

2019

Written Communication

View full text Add to dashboard Cite

This article examines how three African American girls, ages 10 to 18, used journaling and interviews to better understand science, technology, engineering, and mathematics (STEM) as part of their literate identities. Drawing on prior work about literate identities, the authors introduce the concept of literate intersectional identities, which describes how participants’ diverse histories, literacies, and identities traverse categories, communities, genres, and modes of meaning within the context of a STEAM workshop. The authors employed open and thematic coding to analyze the girls’ journal entries in an effort to answer a question: In what ways do African American girls’ journal writings and interviews about STEM reflect and influence their literate identities in a digital app coding workshop? Findings reveal how their writings about race, access, and the underrepresentation of women of color in STEM helped them make sense of their self-assurance, self-awareness, and agency as girls of color interested in STEM careers.

show abstract

Trailblazers, Reciprocity, and Doctoral Education: The Pursuit of Critical Race Praxis and Survivance among Doctoral Students of Color

Cited by 9 publications

References 39 publications

“We constantly have to navigate”: Indigenous students’ and professionals’ strategies for navigating ethical conflicts in STEMM

“We constantly have to navigate”: Indigenous students’ and professionals’ strategies for navigating ethical conflicts in STEMM

Assessing changes in the underrepresentation of Blacks, Latinx/Hispanics, and Native American doctoral students in U.S. Geography Programs, and a model for change: the Michigan State University model

Examining African American Girls’ Literate Intersectional Identities Through Journal Entries and Discussions About STEM

Contact Info

Product

Resources

About