Race-Focused Research as a Space for Identity and Belonging: Black Graduate Students’ Experiences in an All-Black Research Team

This paper reveals a culture of opportunity for graduate STEM education as it delves into the experiences of Black-identifying graduate students who are members of a multi-institutional, national research project. Specifically, this study explores how their engagement in race-focused research with an all-Black team impacts their perceptions of Black identity, sense of belonging, community, and agency to continue this research endeavor. In-depth one-on-one interviews were collected from four graduate students. Data analysis used Cross’s (1994) Nigrescence Theory, particularly the Stages of Black Identity Development. Results indicate that Black graduate students’ engagement in this space positively impacts their perceptions of racial identity, sense of community, and agency. This space proved beneficial in providing resources, especially language, to navigate discourse around their Black and other identities without feeling isolated or othered. Results also indicate a shared appreciation for being in the community with and receiving mentorship from Black women faculty, facilitating space for support and career advancement. Implications for transforming graduate STEM education to better support Black students are provided.