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ERIC Number: EJ1431213
Record Type: Journal
Publication Date: 2024-Aug
Pages: 29
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-4308
EISSN: EISSN-1098-2736
Available Date: N/A
Black Lives Matter and Other Signs of Solidarity: Perspectives from Black STEM Graduate Students
Steven Stone-Sabali; Kristen J. Mills; Allen B. Mallory; E. Alexander
Journal of Research in Science Teaching, v61 n6 p1449-1477 2024
Creating inclusive and supportive environments in science, technology, engineering, and mathematics (STEM) educational settings are important tools for countering racially hostile academic spaces and attracting and retaining talented Black and African American students. STEM faculty and other university members may display Black Lives Matter and similar "signs of solidarity" to express their support for Black students. However, how Black students perceive such signs is unknown. On the one hand, the "identity safety cue" literature suggests such signs relate to increased comfort and a sense of belonging among individuals from minoritized groups. On the other hand, some contemporary perspectives toward Black Lives Matter and other signs of solidarity have been criticized for lacking substance and impact. Given the extant literature's omission of Black students' perspectives about signs of solidarity, the current study employed semi-structured interviews and qualitative analytic methods to solicit and analyze the perspectives of 12 Black STEM graduate students. The findings revealed a general preference for some signs over others, as well as nuanced perspectives toward each sign of solidarity. Implications for STEM researchers and faculty who aspire to support Black students are discussed. Further, recommendations for adopting an "informed ally approach" are provided.
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www-wiley-com.bibliotheek.ehb.be/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A