Abstract
This chapter reviews research on the psychological effects, such as marginalization, racial microaggressions, and stereotype threat, that impede success for graduate students of color. These effects are compounded in predominantly white fields, like German Studies, and can prevent graduate students of color from thriving in these fields. By explaining and identifying key factors that can contribute to either an inclusive or hostile learning environment, this chapter offers concrete suggestions on how best to support minoritized graduate students as they navigate the complex waters of academia.
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Acknowledgements
I thank Alyssa Reinhart for introducing me to the concept of Stereotype Threat many years ago, Bess Dawson and Andrew Byrd for their helpful comments and suggestions as this paper took shape, and Gabrielle Taylor, whose passion for knowledge and willingness to explore new topics with me expands my mind on the regular and inspires me to do better. I also want to thank Nicole Martin, Jackie Murray, DaMaris Hill, Jacqueline Couti, and H. Samy Alim both for their conversations throughout the years that opened my eyes to the struggles they have endured within academia, as well as for their patience with me as I work to decolonialize myself, my teaching, and my research.
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Byrd, B.R. (2020). Supporting Graduate Students of Color in German Studies: A Syllabus. In: Criser, R., Malakaj, E. (eds) Diversity and Decolonization in German Studies. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-34342-2_11
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DOI: https://doi.org/10.1007/978-3-030-34342-2_11
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