Year: 2025
Type: article
Abstract: In this work, we examine the process of using QuantCrit methods to explore the academic decisions that Black and Latine graduate STEM students make to cope with racial climate at Predominantly White Institutions (PWI). We call this form of academic coping the Twice-As phenomenon, which describes Black and Latine students’ awareness of a need to over-perform in academically rigorous, elitist, and predominantly white settings as a means of managing stereotypes about their intellectual inferiority. Here, we aim to measure the academic coping that these students engage in after they experience racial stress but before they experience Racial Battle Fatigue. We used Factor Analysis to create this scale based on 100 student responses. We discuss how Critical Race Theory and QuantCrit informed every decision we made and how quantifying racialized academic coping is critical to communicating the real and potentially devastating impacts of subtle, discrete, and often hard-to-notice forms of modern racism.
Authors: Hannah Valdiviejas Cohn, Nidia Ruedas-Gracia, Yan Xia
Institution: University of Illinois Urbana-Champaign
Language: English
Subfield: Sociology and Political Science
Field: Social Sciences
Domain: Social Sciences
SDG: Reduced inequalities
Open Access status: bronze
OpenAlex ID: W4410837108