Harvard Educational Review
  1. Summer 2012 Issue »

    Responding to Racism and Racial Trauma in Doctoral Study

    An Inventory for Coping and Mediating Relationships

    Kimberly A. Truong and Samuel D. Museus
    In this study, Kimberly A. Truong and Samuel D. Museus focus on understanding strategies doctoral students of color use to respond to racism. The authors conducted semi-structured individual interviews with twenty-six participants who self-reported experiencing racism and racial trauma during doctoral studies. Analysis of the data resulted in findings that encompass three categories: internal responses, controlled responses, and external responses. These three broad themes comprise an inventory for responding to racism and racial trauma that focuses on coping and mediating relationships.

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    Kimberly A. Truong is a senior fellow in the higher education doctoral program at Northeastern University and an adjunct lecturer on education at the Harvard Graduate School of Education. Her research focuses on higher education policy and university student experiences through using critical race theory and the theoretical perspectives of community cultural wealth. Her recent work with Samuel Museus, entitled “Considering cultural context and diversity among Asian American college students in campus climate assessment,” was published in New Directions for Institutional Research. Prior to becoming a faculty member, Truong worked for Jobs for the Future, a national nonprofit education organization in Boston.

    Samuel D. Museus is an assistant professor of educational administration at the University of Hawaii at Manoa. His scholarship focuses on the factors that influence college access and success among students of color, and much of his recent work is aimed at understanding the experiences and outcomes of Asian American, Pacific Islander, and multiracial populations in higher education. He has produced over ninety publications and national conference presentations on the factors that influence racial minority and other underrepresented students’ college enrollment and completion. These publications include five books and several articles in academic journals, such as Teachers College Record, the Review of Higher Education, the Journal of College Student Development, and the Journal of Diversity in Higher Education. Museus has also received several national awards for his scholarship, including the Early Career Award from the Association for the Study of Higher Education (ASHE) in 2011.
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    Summer 2012 Issue

    Abstracts

    Critical Bifocality and Circuits of Privilege
    Expanding Critical Ethnographic Theory and Design
    Lois Weis and Michelle Fine
    Legally White, Socially “Mexican”
    The Politics of De Jure and De Facto School Segregation in the American Southwest
    Rubén Donato and Jarrod S. Hanson
    Responding to Racism and Racial Trauma in Doctoral Study
    An Inventory for Coping and Mediating Relationships
    Kimberly A. Truong and Samuel D. Museus
    Identity Constructions and Negotiations Among 1.5- and Second-Generation Nigerians
    The Impact of Family, School, and Peer Contexts
    Janet T. Awokoya
    Call and Responsibility
    Critical Questions for Youth Spoken Word Poetry
    Susan Weinstein and Anna West

    Book Notes

    Changing on the Job
    Jennifer Garvey Berger

    “Multiplication Is for White People”
    Lisa Delpit

    American Teacher
    Vanessa Roth and Brian McGinn (Directors)