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Race Ethnicity and Education Volume 25, 2022 - Issue 4
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Research Article

Racism camouflaged as impostorism and the impact on Black STEM doctoral students

Ebony O. McGeea Department of Teaching and Learning, Peabody College, Vanderbilt University, Nashville, TN, USACorrespondence[email protected]
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,
Portia K. Botchwaya Department of Teaching and Learning, Peabody College, Vanderbilt University, Nashville, TN, USAView further author information
,
Dara E. Naphan-Kingeryb Department of Social Sciences and Cultural Studies, Western New Mexico University, Silver City, NM, USAView further author information
,
Amanda J. Brockmanc Department of Sociology, Vanderbilt University, Nashville, TN, USAView further author information
,
Stacey Houston IId Department of Criminology, Law and Society, George Mason University, Fairfax, VA, USAView further author information
&
Devin T. Whitea Department of Teaching and Learning, Peabody College, Vanderbilt University, Nashville, TN, USAView further author information
Pages 487-507 | Received 07 May 2020, Accepted 16 Apr 2021, Published online: 13 May 2021

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Nicholas B. Lacy. (2023) Improving the Black Doctoral Pipeline Through Critically Reflexive (Co-)mentoring. Change: The Magazine of Higher Learning 55:5, pages 55-64.
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David F. Feldon, Kaylee Litson, Brinleigh Cahoon, Zhang Feng, Andrew Walker & Colby Tofel-Grehl. (2023) The Predictive Validity of the GRE Across Graduate Outcomes: A Meta-Analysis of Trends Over Time. The Journal of Higher Education 0:0, pages 1-29.
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Katrina McChesney. (2022) A rationale for trauma-informed postgraduate supervision. Teaching in Higher Education 0:0, pages 1-23.
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