ERIC Number: EJ1326444
Record Type: Journal
Publication Date: 2022-Jan
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0021-9584
EISSN: N/A
Case for Narrative Inquiry: Understanding the Experiences of Elena, a Historically Minoritized Graduate Student in Chemistry
Journal of Chemical Education, v99 n1 p113-121 Jan 2022
The following methodological research article offers a case for using narrative inquiry to understand qualitatively the experiences of historically minoritized (HM) graduate students in chemistry. The research article utilizes empirical data aimed at understanding how a chemistry graduate program professionally develops graduate students into chemists. The scope for the research article centers on the experiences of an HM graduate student pseudonymized as Elena. Data sources for this work consist of ethnographic relationship building with Elena, one 90 min interview, and member checking. The current work draws on counter-storytelling, a narrative technique derived from critical race theory. Utilizing counter-storytelling, the article shares how Elena's narrative, and thus her experiences, are shaped by raced, classed, and gendered ideologies imposed by the structure of the chemistry graduate program. The goal of the article is to share the efficacy and novelty of employing narrative techniques to understand the experiences of HM students in chemistry, which can inform graduate professional development and mentoring practices.
Descriptors: Personal Narratives, Minority Group Students, Graduate Students, Chemistry, Student Experience, Story Telling, Females, Disproportionate Representation
Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
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