Campus Units

Education, School of

Document Type

Article

Publication Version

Published Version

Publication Date

2017

Journal or Book Title

Journal of International Students

Volume

7

Issue

4

First Page

925

Last Page

943

DOI

10.5281/zenodo.1029487

Abstract

Despite a growing body of work on the experiences of Black collegians, the higher education knowledge base lacks scholarship focused on Black men in graduate programs who are foreign-born and/or identify ethnically as other than African American. In this article, we provide a domain-specific investigation (i.e., based on students’ field of study), centering on nine Black men in engineering graduate programs. Three themes emerged regarding students’ racialized experiences and effects of racialization: (1) racialization as a transitional process; (2) cultural identity (dis)integrity; and (3) racialized imposter syndrome. We conclude with implications for developing and implementing promising practices and activities that aid students throughout graduate school. Such targeted efforts might also improve the likelihood of students remaining in the engineering workforce.

Comments

This is an article from Journal of International Students, 2017 7(4); 925-943. Doi: 10.5281/zenodo.1029487. Posted with permission.

Creative Commons License

Creative Commons Attribution-No Derivative Works 3.0 License
This work is licensed under a Creative Commons Attribution-No Derivative Works 3.0 License.

Copyright Owner

Journal of International Students

Language

en

File Format

application/pdf

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