Psychological Allostatic Load: the Cost of Persistence in STEM Disciplines

Lamb, Richard; Hoston, Douglas; Lin, Jing; Firestone, Jonah B.

doi:10.1007/s11165-021-10000-2

Cited by 6 publications

(5 citation statements)

References 52 publications

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“…This extension would look deeper into another narrative (i.e., grit), which may encourage MI students to employ emotional labor, through CCW, in pursuit of a STEM education. This angle is important to explore because it acknowledges students' strengths and questions the status quo of John Henryism, in which extreme effort is employed to cope with inequitable conditions (Lamb et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

“I know what I need to learn”: The intersection of aspirational and navigational capitals for marginalized‐identity STEM students

Sausner,

Wentzel,

Pitarresi

2024

J of Engineering Edu

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BackgroundThe community cultural wealth (CCW) theoretical framework recognizes the assets of oppressed communities. Within the framework, aspirational capital refers to the hope to achieve in the face of systemic barriers, while navigational capital includes tactics engaged to progress within institutions that were not designed for equitable achievement. This study explores where aspirational capital and navigational capital overlap (a frequent and theoretically relevant occurrence) for marginalized‐identity (MI) STEM (science, technology, engineering, and mathematics) students.PurposeThis study provides insight into the experiences of higher education for MI students. Understanding students' deployment of navigational and aspirational capitals can direct change within institutions.Design/MethodThis analysis draws on 51 semi‐structured interviews with 26 participants. Multiple rounds of qualitative coding and shared meaning‐making among authors support the present findings.ResultsWhen aspirational capital and navigational capital overlap in student experience, three themes emerge. First, MI students use individualized actions to meet their goals; their extreme self‐reliance and engagement of priorities and milestones are key. Second, intrinsic motivators echoing meritocratic narratives encourage students. These narratives emphasize the value of hard work and taking advantage of opportunities. Finally, external forces, including institutionally based experts and culture, reflect aspirational and navigational capital engagement that support the individual's approaches and mindsets. Each finding includes nuance based on demographic categories.ConclusionsMI students draw on aspirational and navigational capital for support in postsecondary education. Recognition of CCW components and strategies shifts the responsibility of equitable student experiences and academic success to institutions and stakeholders in STEM higher education.

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Section: Discussionmentioning

confidence: 99%

“I know what I need to learn”: The intersection of aspirational and navigational capitals for marginalized‐identity STEM students

Sausner,

Wentzel,

Pitarresi

2024

J of Engineering Edu

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“…Resiliency in an attempt to prove to White colleagues that 'Black Lives Matter' produces unnecessary stress for Black men, fails to change the system, and ultimately reifies tokenism and essentialist narratives. High incidences of stress that manifest psychologically and physiologically occur due to continued displays of a combined resiliency meritocratic approach (Lamb et al, 2022).…”

Section: Q2: How and Why Do Black Men Respond To Racialized Stem Expe...mentioning

confidence: 99%

"Born Into the Wrong Family": Navigating Being a Black Male in Stem

White

Morton²

2024

J Women Minor Scien Eng

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The underrepresentation of African Americans in science, technology, engineering, and mathematics (STEM) degree programs and professional spaces has been a national concern for years. This phenomenon has prompted the development and implementation of various programs and initiatives to increase access to and sustain their participation in STEM. Of considerable importance, African American men only represent three percent of the scientists and engineers working in the field. However, there are few studies that have explored the academic and professional experiences of African American men through critical, holistic perspectives. This project utilizes critical race theory (CRT) and phenomenological variant ecological systems theory (PVEST) to magnify the experiences of Black men in STEM across academic and professional ranks. Through this combined CRT and PVEST lens, analyzing the challenges and navigational strategies of Black men in STEM, we reveal that Black men in STEM minimize their vulnerability to stereotypes and biases through resistance and resilience. Moreover, the utilization of a virtual counterspace as the research context for conversation between the participants provided a unique interventional approach that fostered rich intergenerational dialogue that enhanced both navigational and resistance capital for the participants. Implications for research and praxis are provided.

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“…In this study, researchers found that sense of control and John Henryism, as coping resources and styles, respectively, benefit mental health equally across SES and race/ethnicity. Value has not been studied directly (see Bernard et al, 2020 andLamb et al, 2021 for a brief discussion). Previous research both informs our focus on CVT and John Henryism and suggests the need for further exploring the overlap among control, value, and John Henryism by updating the current conceptual model underpinning CVT.…”

Section: Precursors To Engagement: Integrating John Henryism Into Cvtmentioning

confidence: 99%

“…One strategy to integrate John Henryism into the classroom and buffer its potential negative effects is by placing mentors with students who are high in John Henryism (Lamb et al, 2021). Lamb et al (2021) explained that mentors, especially those of the same gender and ethnicity, may provide the psychological support needed by students with high levels of John Henryism. Additionally, James (1994James ( , 2019 has shown that high levels of John Henryism are incredibly adaptive when supported by socioeconomic resources.…”

Section: Specific Implications For Higher Educationmentioning

confidence: 99%

“…Much of the current research on John Henryism in educational contexts focuses on increased negative health outcomes as John Henryism, as measured by the JHAC-12 (see Jackson and Adams-Campbell, 1994;Volpe et al, 2020;Lamb et al, 2021). What has yet to be explored is how John Henryism (i.e., coping), as emerging momentarily as part of the psychological process during schoolwork, leads to high levels of motivation and engagement (i.e., patterns of behavior).…”

Section: Introductionmentioning

confidence: 99%

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John Henryism, psychological labor, and control-value theory: Race, ethnicity, and situational coping for student success

Torsney

Burke²,

Torsney³

et al. 2022

Front. Educ.

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This study explored the integration of John Henryism—defined as effortful, active coping in response to environmental stress—into control-value theory. Specifically, we were interested in how this process differed among identity groups. We used measures of John Henryism (JHAC-12), control-value theory, and momentary engagement (Record of Experience) on a school-based task. Results demonstrated the following: identifying as a first-generation college student predicted John Henryism; value significantly predicted cognitive engagement and positive emotion; and perceived control lowered negative emotions. Identifying as a first-generation college student corresponded to higher levels of John Henryism and control. Identifying as female led to a decrease in positive emotions, but an increase in value. Similarly, identifying as a Black student was associated with a decrease in control, but also a decrease in negative emotions. Indirect effects showed that identifying as a first-generation college student led to an increase in John Henryism followed by (1) an increase in value, (2) an increase in perceived control, or (3) an increase in value with attendant positive emotions. Findings indicate that John Henryism integrates into control-value theory and contributes to momentary engagement on a school-based task.

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Psychological Allostatic Load: the Cost of Persistence in STEM Disciplines

Cited by 6 publications

References 52 publications

“I know what I need to learn”: The intersection of aspirational and navigational capitals for marginalized‐identity STEM students

“I know what I need to learn”: The intersection of aspirational and navigational capitals for marginalized‐identity STEM students

"Born Into the Wrong Family": Navigating Being a Black Male in Stem

John Henryism, psychological labor, and control-value theory: Race, ethnicity, and situational coping for student success

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