{"title":"*Striving to Excel in STEM: Insights From Underrepresented, Minoritized Graduate Students With High Academic Ability","authors":"Yao Yang, Marcia Gentry","doi":"10.1177/00169862221119208","DOIUrl":null,"url":null,"abstract":"Little information exists concerning underrepresented students’ talent development in science, technology, engineering, and mathematics (STEM) disciplines. This retrospective qualitative study investigated the talent development processes of five Black, seven Hispanic, and three Native American graduate students enrolled in STEM disciplines. All participants completed three individual, 1-hr interviews. Inductive thematic analysis revealed participants experienced challenges throughout their schooling, including chilly atmosphere in STEM disciplines, sense of loneliness, imposter syndrome, and pressure to prove themselves as capable. Despite these obstacles, participants benefited from academic rigor in STEM, gifted education programs, and extended support networks from families, friends, and mentors. Participants also developed a strong sense of responsibility for community service and social justice. Implications for research and practice are discussed.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"232 1","pages":"110 - 136"},"PeriodicalIF":3.0000,"publicationDate":"2022-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Gifted Child Quarterly","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/00169862221119208","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
引用次数: 0
Abstract
Little information exists concerning underrepresented students’ talent development in science, technology, engineering, and mathematics (STEM) disciplines. This retrospective qualitative study investigated the talent development processes of five Black, seven Hispanic, and three Native American graduate students enrolled in STEM disciplines. All participants completed three individual, 1-hr interviews. Inductive thematic analysis revealed participants experienced challenges throughout their schooling, including chilly atmosphere in STEM disciplines, sense of loneliness, imposter syndrome, and pressure to prove themselves as capable. Despite these obstacles, participants benefited from academic rigor in STEM, gifted education programs, and extended support networks from families, friends, and mentors. Participants also developed a strong sense of responsibility for community service and social justice. Implications for research and practice are discussed.
期刊介绍：
Gifted Child Quarterly (GCQ) is the official journal of the National Association for Gifted Children. As a leading journal in the field, GCQ publishes original scholarly reviews of the literature and quantitative or qualitative research studies. GCQ welcomes manuscripts offering new or creative insights about giftedness and talent development in the context of the school, the home, and the wider society. Manuscripts that explore policy and policy implications are also welcome. Additionally, GCQ reviews selected books relevant to the field, with an emphasis on scholarly texts or text with policy implications, and publishes reviews, essay reviews, and critiques.
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