scholarly journals “Just My Being Here is Self-Advocacy”: Exploring the Self-Advocacy Experiences of Disabled Graduate Students of Color

JCSCORE ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 137-163
Author(s):  
Julia Rose Karpicz
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Students Of Color ◽  
Lived Experiences ◽  
The Self ◽  
Disabled Students ◽  
Self Advocacy ◽  
Disability Service ◽  
Graduate Students Of Color ◽  
Academic Researchers

Self-advocacy is emphasized as a critical practice for improving the retention and increasing the success of disabled students. In higher education, disability service offices and academic researchers jointly shape the conversation around what comprises effective self-advocacy. Students who are not engaging in these prescribed strategies are then framed as underprepared and/or lacking the skills required to self-advocate effectively. Unexamined within this discourse are how identity, power, and environment shape students’ self-advocacy as well as the ways students engage in self-advocacy outside of normative accommodation structures. This study intervenes by examining the extent to which dominant scholarly and practitioner understandings of self-advocacy align, resonate, and/or diverge from the lived experiences of self-advocacy among disabled graduate students of color. By centering the voices of multiply marginalized students, this study raises questions about what may be obscured when scholars rely only on academic definitions of self-advocacy in the design, framing, and analysis of their research.

Graduate Students of Color

2016 ◽  
Vol 3 (1) ◽  
pp. 1-13 ◽  
Author(s):  
David L. Brunsma ◽  
David G. Embrick ◽  
Jean H. Shin
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Literature Review ◽  
Student Success ◽  
Graduate Student ◽  
Students Of Color ◽  
Student Experiences ◽  
Graduate Students Of Color ◽  
Graduate Student Success ◽  
Great Stress

The graduate student experience, for many, can be a time of great stress, insecurity, and uncertainty. Overwhelmingly, studies verify that good mentoring is one of the best indicators of graduate student success. In this literature review, we outline in detail previous research that attest to these experiences, and pay specific attention to the experiences of students of color. In general, our read of the literature suggests that academia, in general, and sociology, in particular, does not do a good job of mentoring graduate students of color. We begin our essay with an overview of graduate student experiences. Next, we discuss the mentoring side of the equation, addressing reasons that might explain variations in how students are mentored in higher education. Finally, we end with some thoughts on what faculty and departments can do to address the inadequate mentoring of graduate students of color.

Diversity and Inclusion in the Academy

2019 ◽  
pp. 50-65
Author(s):  
Susan Swayze ◽  
Rick C. Jakeman
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Students Of Color ◽  
Faculty Members ◽  
Inclusive Classroom ◽  
Classroom Environments ◽  
Structured Interviews ◽  
Diversity And Inclusion ◽  
Graduate Students Of Color ◽  
Lgb Students

This chapter describes how graduate students of color and lesbian, gay, or bisexual (LGB) students define diversity and inclusion and describe their classroom experiences with diversity and inclusion. In semi-structured interviews with graduate students of color and students who self-identified as LGB, differing views of diversity and inclusion emerged—diversity was described numerically, while inclusion was discussed in terms of action. Further, graduate students of color described diversity based on visible signs of representation while LGB graduate students emphasized inclusion and the need for voice. This chapter concludes with recommendations that faculty members can enact to create more inclusive classroom environments in higher education.

Peer Support of Graduate Students of Color Through a Formal Graduate Student Association

2019 ◽  
pp. 111-129
Author(s):  
Kya Rose Roumimper ◽  
Audrey Faye Falk
Keyword(s):  
Graduate Students ◽  
Critical Race Theory ◽  
New England ◽  
Students Of Color ◽  
Degree Attainment ◽  
Relevant Literature ◽  
Graduate Degree ◽  
Theoretical Frameworks ◽  
Catholic College ◽  
Graduate Students Of Color

This chapter explores the experiences of graduate students of color and examines the support systems in place to promote their success in the academy. The authors provide an overview of the relevant literature and pertinent theoretical frameworks, including critical race theory and self-determination theory, as they relate to the experiences of graduate students of color. Furthermore, the chapter describes the initiation and early development of a Graduate Students of Color Association at Merrimack College, a private, Catholic college in New England. The chapter include both benefits and challenges of participating in and sustaining the group, while offering recommendations for future practice and research. It may be of particular interest to graduate students of color; faculty, staff, and administration in graduate education; and researchers focused on graduate degree attainment among individuals of color.

Mentoring Graduate Students of Color: Myths, Models, and Modes

1999 ◽  
Vol 74 (2) ◽  
pp. 105-118 ◽  
Author(s):  
M. Christopher Brown II ◽  
Guy L. Davis ◽  
Shederick A. McClendon
Keyword(s):  
Graduate Students ◽  
Students Of Color ◽  
Graduate Students Of Color

scholarly journals “I Am Strong. Mentally Strong!”: Psychosocial Strengths of International Graduate Students of Color

2021 ◽  
Vol 11 (2) ◽  
pp. 173-187
Author(s):  
S Anandavalli ◽  
L. DiAnne Borders ◽  
Lori E. Kniffin
Keyword(s):  
Graduate Students ◽  
Students Of Color ◽  
Personal Growth ◽  
Multiple Stressors ◽  
Identity Status ◽  
International Graduate Students ◽  
Academic Aspirations ◽  
International Graduate ◽  
Familial Support ◽  
Graduate Students Of Color

Positioned at a unique intersection of managing academic pressures and embodying racial and ethnic minority identity status, international graduate students of color (IGSCs) are frequent targets of multiple stressors. Unfortunately, extant counseling literature offers counselors little information on the psychosocial strengths IGSCs employ (e.g., strong familial bond, friendships) to cope with such stressors. To address this gap, interviews with eight IGSC participants were conducted and analyzed using interpretive phenomenological analysis and the lens of the intersectionality framework. Five psychosocial strengths were identified—familial support, social connections, academic aspirations and persistence, personal growth and resourcefulness, and resistance and critical consciousness. Recommendations for employing an asset-based approach in counseling and counselor education are offered.

Peer Support of Graduate Students of Color Through a Formal Graduate Student Association

2021 ◽  
pp. 1089-1107
Author(s):  
Kya Rose Roumimper ◽  
Audrey Faye Falk
Keyword(s):  
Graduate Students ◽  
Critical Race Theory ◽  
New England ◽  
Students Of Color ◽  
Degree Attainment ◽  
Relevant Literature ◽  
Graduate Degree ◽  
Theoretical Frameworks ◽  
Catholic College ◽  
Graduate Students Of Color

This chapter explores the experiences of graduate students of color and examines the support systems in place to promote their success in the academy. The authors provide an overview of the relevant literature and pertinent theoretical frameworks, including critical race theory and self-determination theory, as they relate to the experiences of graduate students of color. Furthermore, the chapter describes the initiation and early development of a Graduate Students of Color Association at Merrimack College, a private, Catholic college in New England. The chapter include both benefits and challenges of participating in and sustaining the group, while offering recommendations for future practice and research. It may be of particular interest to graduate students of color; faculty, staff, and administration in graduate education; and researchers focused on graduate degree attainment among individuals of color.

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