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.

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.

scholarly journals Disrupting the Narrative on Recruiting Graduate Students of Color in Counselor Education

2021 ◽  
Author(s):  
Carlos P. Hipolito-Delgado ◽  
Diane Estrada ◽  
Marina Garcia
Keyword(s):  
Graduate Students ◽  
Critical Race Theory ◽  
Counselor Education ◽  
Students Of Color ◽  
Counselor Training ◽  
Comparative Method ◽  
Application Process ◽  
Marginalized Communities ◽  
School Based ◽  
Graduate Students Of Color

The voices of students of color are largely absent in the literature on graduate student recruitment in counselor education. The existing literature focuses on university personnel and can portray a deficit perspective of students of color. Using grounded theory and a critical race theory framework, we sought to develop a theory that described the motivations of graduate students of color for pursuing counselor education. We interviewed 19 graduate students of color and used a constant comparative method to understand their motivations for and supports utilized in pursuing counselor training. Grounded in our participants’ counternarratives, we identified a theory to describe their drive to serve marginalized communities, to attend programs committed to diversity, and the supports they received in applying to graduate school. Based on this theory we provide implications for how counselor education programs can demonstrate a commitment to diversity and support graduate students of color through the application process.

A Case for Decentering Whiteness in Education

2018 ◽  
Vol 41 (1-2) ◽  
pp. 19-34
Author(s):  
Jamie Utt
Keyword(s):  
Critical Race Theory ◽  
White Students ◽  
Students Of Color ◽  
Ethnic Studies ◽  
Traditional Curriculum ◽  
Theoretical Frameworks ◽  
Critical Whiteness Studies ◽  
Cultural Wealth ◽  
Critical Whiteness ◽  
Social Studies Textbooks

Ethnic Studies undermines and challenges the racism inherent in dominant education systems by centering identities and epistemologies of people of Color. While much focus has been paid to the damage done to students of Color by White teachers and the White standard curriculum, this paper addresses the intellectual and material benefit White students disproportionately gain from this curriculum. Through a mixed-methods empirical study examining social studies textbooks and standards from Texas and California, the author argues that the standard White canon acts as a form of White/Western studies that directly privileges White students. Critical Race Theory, Critical Whiteness Studies, Pierre Bourdieu cultural reproduction, and Tara Yosso’s community cultural wealth provide theoretical frameworks in calling for a broader implementation of Ethnic Studies programs and pedagogies while calling for reform of traditional curriculum and standards that act as couriers of dominant capital for White students.

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.

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.

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