Graduate students’ agency and resistance after oppressive experiences
Graduate students’ agency and resistance after oppressive experiences
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研究生受压迫经历后的能动性和反抗
DOI：
10.1108/sgpe-06-2019-0057
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发表时间：
2019
影响因子：
18.2
通讯作者：
C. Montgomery
中科院分区：
文献类型：
--
作者：
R. Perez;L. W. Harris;Claire K. Robbins;C. Montgomery
本研究的目的是探讨研究生在研究生学习期间基于其社会建构身份的压迫或无效经历后如何表现出代理，以及利用代理的影响。本研究使用批判性建构主义定性方法（即访谈和视觉方法）来探索美国两个公共研究机构的一系列学科和领域的 44 名研究生在针对其一个或多个社会建构身份的压迫或无效经历后如何表现出代理。与他们的社会建构身份相关的经历，参与者参与自我倡导，通过社区寻求/创造支持，保存他们的心理和情感能量，并为身份意识学术和实践构建空间。虽然参与者利用了他们的能动性，但他们使用的策略往往是为了生存环境，而这些环境并不是为了确认他们的身份或支持他们的成功而设计的。 这项研究强调需要进行额外的研究，以复杂化教育工作者对研究生如何应对压迫性或无效经历以及双向社会化过程的本质的理解。这项研究的结果强化了培养公平和包容性研究生教育经历的必要性，让学生可以利用他们的能动性来发展而不是生存。很少有研究考察研究生在学习过程中的能动性。他们对自己的学科和领域的社会化。这项研究增加了研究人员对研究生教育背景下双向社会化过程的理解的复杂性。
The purpose of this study was to explore how graduate students demonstrated agency after having oppressive or invalidating experiences based on their socially constructed identities during graduate school and the effects of leveraging agency.,This study used critical constructivist qualitative methods (i.e. interviews and visual methods) to explore how 44 graduate students across an array of disciplines and fields at two public research institutions in the USA demonstrated agency after having oppressive or invalidating experiences targeting one or more of their socially constructed identities.,In response to oppressive or invalidating experiences related to their socially constructed identity, participants engaged in self-advocacy, sought/created support via community, conserved their psychological and emotional energy and constructed space for identity-conscious scholarship and practice. Although participants leveraged their agency, the strategies they used were often geared toward surviving environments that were not designed to affirm their identities or support their success.,This study highlights the need for additional research to complicate educators’ understandings of how graduate students respond to oppressive or invalidating experiences and the nature of bi-directional socialization processes.,The findings of this study reinforce the need to foster equitable and inclusive graduate education experiences where students may use their agency to thrive rather than to survive.,Few studies examine graduate students’ agency during their socialization to their disciplines and fields. This study adds complexity to researchers’ understandings of bi-directional socialization processes in the context of graduate education.
多元化工作的负担和好处：STEM 博士生的情绪管理
影响因子：
1.1
作者：
Porter, Kamaria B.;Posselt, Julie R.;Reyes, Kimberly;Slay, Kelly E.;Kamimura, Aurora
通讯作者：
Kamimura, Aurora