Invalidated identities

Invalidated identities: The disconfirming effects of racial micro aggressions on Black doctoral students in STEM

Monica L. Miles, Amanda J. Brockman, Dara E. Naphan‐Kingery

Black students face repeated racial microaggressions that may challenge their mental health and academic performance in engineering doctoral programs. Researchers attribute this to stereotypes and institutional climates that juxtapose their STEM and racial identities as incongruent. In this article, we analyzed the perceptions of environmental, behavioral, and verbal racial microaggressions of 33 Black doctoral students and postdocs, with a focus on their interactions with non‐Black peers. Data were collected through semi‐structured interviews with Black doctoral students from 11 Predominantly White Institutions in the United States.

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