All Power to the Peers: Black Women Graduate Students' Peer Relationship Typologies in PWIs

Autor/in	Apugo, Danielle
Titel	All Power to the Peers: Black Women Graduate Students' Peer Relationship Typologies in PWIs
Quelle	In: Journal of Women and Gender in Higher Education, 12 (2019) 2, S.224-244 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2637-9112
DOI	10.1080/19407882.2019.1573690
Schlagwörter	Graduate Students; African American Students; Females; Peer Relationship; Racial Composition; College Environment; Urban Schools; White Students; Mentors; Caring; Resistance (Psychology); Coping; Racial Bias; Barriers; Interaction; Racial Differences; Competition + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; African Americans; Afroamerikaner; Schüler; Schülerin; Weibliches Geschlecht; Peer-Beziehungen; Hochschulumwelt; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Care; Pflege; Sorge; Betreuung; Resistenz; Bewältigung; Racial discrimination; Rassismus; Interaktion; Rassenunterschied; Wettkampf
Abstract	This phenomenological study highlights the types of peer relationships 15 Black women graduate students experienced while attending urban predominantly White institutions (PWIs). Three types of peer relationships were identified: (a) the "sistah-gurl" peer relationship, (b) the proxy-mentor peer relationship, and (c) the rival peer relationship. Findings suggest that these relationships provided a means of mutual caring, resistance, and optimal coping in response to oppressive institutional norms within PWIs. Implications for the presence of Black women graduate students' peer relationships in PWIs are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01