“We All We Got”: Considering Peer Relationships as Multi-Purpose Sustainability Outlets Among Millennial Black Women Graduate Students Attending Majority White Urban Universities

Apugo, Danielle

doi:10.1007/s11256-017-0404-2

Cited by 26 publications

(11 citation statements)

References 27 publications

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“…This conveys the importance of investigating the process and impact of racial socialization between peers. This is also seen in Apugo’s (2017) qualitative study of Black women graduate students, which indicated that students valued peer relationships for their ability to understand their perspectives, validate their experiences, and provide support in the face of racial microaggressions and scarce support from their institutions. The support provided by same-race peers was integral in individuals’ ability to persist through their academic studies despite the disillusionment and discouragement brought upon by racial incidents.…”

Section: Racial Socialization As a Coping Processmentioning

confidence: 85%

“With Politics, It’s Easier to Talk to Them About It”: Peer Racial Socialization and Sociopolitical Development Among Black College Students

et al. 2021

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With the increased frequency of highly publicized racism in the United States, the engagement of racial socialization among Black emerging adults and their peers is critical for navigating their racial experiences and organizing for change as evident in social movements led by young adults (e.g., Black Lives Matter). However, little is known about the process of peer racial socialization and its relation to sociopolitical development. In this study, we qualitatively explored these processes with 35 Black undergraduates attending a predominantly white institution. Two peer racial socialization themes associated with sociopolitical development emerged: Political Division and Media. An additional theme, Culture as a Form of Resistance, highlighted the relationship between peer racial socialization and coping with racism. Implications for further exploration of non-traditional forms of activism and the creation of safe spaces for Black college students are discussed.

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Section: Racial Socialization As a Coping Processmentioning

confidence: 85%

“With Politics, It’s Easier to Talk to Them About It”: Peer Racial Socialization and Sociopolitical Development Among Black College Students

et al. 2021

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“…As in other human social networks [26], homophily based on gender, age, and grades is a consistent finding in student networks [27,29,30,37,38,48]. Qualitative studies emphasize the importance of students of color having relationships with similar peers [49,50]. In spite of this, not all social network studies of students in higher education examine racial or ethnic homophily.…”

Section: Social Network Factors Related To Student Peer Relationshipsmentioning

confidence: 93%

Cohort-Based Education and Other Factors Related to Student Peer Relationships: A Mixed Methods Social Network Analysis

et al. 2022

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Graduate students face a variety of stressors that relate to poor academic performance, lower completion rates, and high rates of depressive symptoms, anxiety, and stress. Student peers provide supports for coping with these stressors and succeeding academically. However, graduate students may find it difficult to form relationships with their peers. This mixed method social network analysis (MMSNA) examines graduate student perceptions of their peer relationships and the factors associated with peer friendships in a program that placed students in cohorts for the first semester of a two-year Master of Social Work program. Findings from three student focus groups include four main themes related to the cohort system and the tendency for students to gravitate to others who were similar to them (i.e., homophily). Focus group findings informed model specification for a curved exponential family model of student friendships at the end of the third semester of the program (N = 70) that identified correlates of student friendships including statistically significant direct and homophily effects for age, gender, and race/ethnicity. First-semester relationships and shared classes in subsequent semesters also increased the likelihood of friendships in the third semester. Findings emphasize the value of cohorts and a diverse student body for peer relationships.

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“…Scholars note Black women graduate students’ relationships with others who share their racial and cultural identities serve as academic, emotional, and spiritual support (Apugo, 2017; Johnson-Bailey, 2004; Patton, 2009). These relationships can evolve into formal and informal mentoring and networks, including with faculty, family, relatives, work-based supervisors, professional colleagues, and Black women peers.…”

Section: Literature Reviewmentioning

confidence: 99%

Imagine paying for a course, then you end up teaching: Black woman doctoral students in equity, social justice, and diversity courses.

Roland¹,

Hughes²,

Simmons³

2023

Journal of Diversity in Higher Education

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There has been an increasing emphasis on equity, social justice, and diversity (ESD) curriculum in higher education graduate programs. Nevertheless, Black women in doctoral programs at historically white institutions (HWIs) often experience various challenges in classroom environments and with various curriculum and instruction approaches that distort their intelligence and preserve the myth of racial and gender inferiority. Intersectionality as a theoretical framework and methodology was employed to understand Black women’s experiences as students in Higher Education Administration doctoral courses with espoused ESD learning outcomes and objectives. Findings for this study suggest that Black women doctoral students served as both learners and educators in these classroom spaces; they had to navigate surveillance and stereotypes from both peers and professors; and (non)critical classroom communities created challenges and opportunities for deepening their learning on ESD. Implications for doctoral courses with espoused ESD learning outcomes and objectives are to center subjugated knowledge that honors different ways of knowing and being by creating genuinely inclusive learning experiences to foster all students’ development of critical consciousness.

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“We All We Got”: Considering Peer Relationships as Multi-Purpose Sustainability Outlets Among Millennial Black Women Graduate Students Attending Majority White Urban Universities

Cited by 26 publications

References 27 publications

“With Politics, It’s Easier to Talk to Them About It”: Peer Racial Socialization and Sociopolitical Development Among Black College Students

“With Politics, It’s Easier to Talk to Them About It”: Peer Racial Socialization and Sociopolitical Development Among Black College Students

Cohort-Based Education and Other Factors Related to Student Peer Relationships: A Mixed Methods Social Network Analysis

Imagine paying for a course, then you end up teaching: Black woman doctoral students in equity, social justice, and diversity courses.

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