Isolation, resilience, and faith: Experiences of Black Christian students in biology graduate programs

IF 3.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Research in Science Teaching Pub Date : 2023-08-28 DOI:10.1002/tea.21898
Angela N. Google, Chloe D. Bowen, Sara E. Brownell, M. Elizabeth Barnes
{"title":"Isolation, resilience, and faith: Experiences of Black Christian students in biology graduate programs","authors":"Angela N. Google,&nbsp;Chloe D. Bowen,&nbsp;Sara E. Brownell,&nbsp;M. Elizabeth Barnes","doi":"10.1002/tea.21898","DOIUrl":null,"url":null,"abstract":"<p>To increase participation of students of color in science graduate programs, research has focused on illuminating student experiences to inform ways to improve them. In biology, Black students are vastly underrepresented, and while religion has been shown to be a particularly important form of cultural wealth for Black students, Christianity is stigmatized in biology. Very few studies have explored the intersection of race/ethnicity and Christianity for Black students in biology where there is high documented tension between religion and science. Since graduate school is important for socialization and Black students are likely to experience stigmatization of their racial and religious identity, it is important to understand their experiences and how we might be able to improve them. Thus, we interviewed 13 Black Christian students enrolled in biology graduate programs and explored their experiences using the theoretical lens of stigmatized identities. Through thematic content analysis, we revealed that students negotiated experiences of cultural isolation, devaluation of intelligence, and acts of bias like other racially minoritized students in science. However, by examining these experiences at the intersection of race/ethnicity and religion, we shed light on interactions students have had with faculty and peers within the biology community that cultivated perceptions of mistrust, conflict, and stigma. Our study also revealed ways in which students' religious/spiritual capital has positively supported their navigation through biology graduate school. These results contribute to a deeper understanding of why Black Christian graduate students are more likely to leave or not pursue advanced degrees in biology with implications for research and practice that help facilitate their success.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":null,"pages":null},"PeriodicalIF":3.6000,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Research in Science Teaching","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/tea.21898","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

To increase participation of students of color in science graduate programs, research has focused on illuminating student experiences to inform ways to improve them. In biology, Black students are vastly underrepresented, and while religion has been shown to be a particularly important form of cultural wealth for Black students, Christianity is stigmatized in biology. Very few studies have explored the intersection of race/ethnicity and Christianity for Black students in biology where there is high documented tension between religion and science. Since graduate school is important for socialization and Black students are likely to experience stigmatization of their racial and religious identity, it is important to understand their experiences and how we might be able to improve them. Thus, we interviewed 13 Black Christian students enrolled in biology graduate programs and explored their experiences using the theoretical lens of stigmatized identities. Through thematic content analysis, we revealed that students negotiated experiences of cultural isolation, devaluation of intelligence, and acts of bias like other racially minoritized students in science. However, by examining these experiences at the intersection of race/ethnicity and religion, we shed light on interactions students have had with faculty and peers within the biology community that cultivated perceptions of mistrust, conflict, and stigma. Our study also revealed ways in which students' religious/spiritual capital has positively supported their navigation through biology graduate school. These results contribute to a deeper understanding of why Black Christian graduate students are more likely to leave or not pursue advanced degrees in biology with implications for research and practice that help facilitate their success.

查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
孤立、恢复力和信仰:黑人基督徒学生在生物学研究生课程中的经历
为了提高有色人种学生在科学研究生课程中的参与度,研究的重点是启发学生的经历,以告知改善他们的方法。在生物学上,黑人学生的比例远远不足,虽然宗教已经被证明是黑人学生特别重要的文化财富形式,但基督教在生物学上却被污名化。很少有研究为黑人学生探索种族/民族和基督教在生物学中的交集,因为宗教和科学之间存在着高度的紧张关系。由于研究生院对社会化很重要,黑人学生很可能经历种族和宗教身份的耻辱,了解他们的经历以及我们如何能够改善他们的经历是很重要的。因此,我们采访了13名就读于生物学研究生课程的黑人基督徒学生,并从被污名化身份的理论角度探讨了他们的经历。通过主题内容分析,我们发现学生与其他少数族裔学生一样,在科学领域经历了文化隔离、智力贬值和偏见行为。然而,通过在种族/民族和宗教的交叉点检查这些经历,我们揭示了学生与生物界的教师和同龄人之间的互动,这些互动培养了不信任、冲突和耻辱的观念。我们的研究还揭示了学生的宗教/精神资本如何积极地支持他们通过生物学研究生院。这些结果有助于更深入地理解为什么黑人基督徒研究生更有可能离开或不追求生物学的高级学位,这对帮助他们成功的研究和实践有影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
Journal of Research in Science Teaching
Journal of Research in Science Teaching EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.80
自引率
19.60%
发文量
96
期刊介绍: Journal of Research in Science Teaching, the official journal of NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research, publishes reports for science education researchers and practitioners on issues of science teaching and learning and science education policy. Scholarly manuscripts within the domain of the Journal of Research in Science Teaching include, but are not limited to, investigations employing qualitative, ethnographic, historical, survey, philosophical, case study research, quantitative, experimental, quasi-experimental, data mining, and data analytics approaches; position papers; policy perspectives; critical reviews of the literature; and comments and criticism.
期刊最新文献
Issue Information “Powered by emotions”: Exploring emotion induction in out‐of‐school authentic science learning Issue Information Developing and evaluating the extended epistemic vigilance framework The IPM cycle: An instructional tool for promoting students' engagement in modeling practices and construction of models
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1