Social Identity (Re)Construction Among Racially and Ethnically Minoritized Graduate Students at Predominantly White Institutions

• In Event: Studies of Minority and Underrepresented Graduate Students

Abstract

Most racially and ethnically minoritized graduate students attend predominantly/historically White universities (PHWIs), where hostile climates inhibit their well-being, persistence, and success. Yet, researchers have prioritized undergraduates’ experiences when examining how hostile campus climates affect racially and ethnically minoritized students’ social identity (re)construction (SIR). Our qualitative study examines how graduate education has affected SIR among 28 racially and ethnically minoritized students at two PHWIs. Using the conceptual model of graduate students’ social identity construction and socialization to equity, diversity, and inclusion (GSICS), preliminary analyses highlighted how academic departments/programs, institutions, and settings beyond the institution influenced racially and ethnically minoritized graduate students’ SIR. Here, we present selected findings; the final paper will elaborate on how multiple contexts converged to influence SIR.

Authors

• Claire Kathleen Robbins, Virginia Polytechnic Institute and State University

• Rosemary J. Perez, Iowa State University

• Cheryl L Montgomery, Virginia Polytechnic Institute and State University