黑色税收:非裔美国人博士生在白人占主导地位的院校中遭遇 "令牌主义

IF 2.9 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Review of Higher Education Pub Date : 2024-06-24 DOI:10.1353/rhe.0.a931457
Deniece Dortch, Ijeoma Njaka, Qi Chen, Joy A. Jack
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引用次数: 0

摘要

这项诠释学现象学研究探讨了非裔美国人博士生在中西部以白人为主的院校(PWI)中的代币主义经历,揭示了其中的利弊,包括学术界 "黑人税 "的代价。代币主义带来了能见度和资源等好处,但也增加了种族压力、孤独感和额外的服务要求。这些 "黑人税 "会对身心造成影响,导致种族战斗疲劳。代言主义影响了学生的职业发展和身份认同,使过度可见性和冒名顶替综合症等特征长期存在。改造公共工程院校需要挑战白人至上主义结构,优先考虑公平问题。通过解决 "象征主义 "问题,我们可以为营造更具包容性和支持性的高等教育环境铺平道路。
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Black Taxes: African-American Doctoral Students Experiencing Tokenism at a Predominantly White Institution

This hermeneutic phenomenological study explores the experiences of African American doctoral students with tokenism at a Midwestern predominantly White institutions (PWI), revealing both advantages and disadvantages, including the toll of “Black taxes” in academia. Tokenism offers benefits like visibility and resources but brings increased racial stress, loneliness, and extra service demands. These “Black taxes” have physical and emotional effects, leading to racial battle fatigue. Tokenism influences students’ professional development and identity, perpetuating characteristics like hypervisibility and imposter syndrome. Transforming PWIs requires challenging white supremacist structures and prioritizing equity. By addressing tokenism, we may pave the way for a more inclusive and supportive higher education environment.

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来源期刊
Review of Higher Education
Review of Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.10
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期刊介绍: The official journal of the Association for the Study of Higher Education (ASHE), The Review of Higher Education provides a forum for discussion of issues affecting higher education. The journal advances the study of college and university issues by publishing peer-reviewed articles, essays, reviews, and research findings. Its broad approach emphasizes systematic inquiry and practical implications. Considered one of the leading research journals in the field, The Review keeps scholars, academic leaders, and public policymakers abreast of critical issues facing higher education today.
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