Date Created

10-2024

Abstract

This study uses the critical race theory approach of counter-storytelling to explore scholarly identity development among first-generation, low-income, BIPOC (Black, Indigenous, and People of Color), and women students transitioning to graduate school. Data included interview transcripts, observation notes, and student assignments from a program that supports students in completing an original research project and applying for graduate school. Findings show the frequent negative stereotypes about students that circulate in higher education as well as students' own counter-stories that reimagine academia and their place in it. Implications include ways that libraries can better support students' scholarly identity development.

Publication Title

portal: Libraries and the Academy

Document Type

Article

Volume

24

Issue

4

First Page

765

Last Page

787

DOI

https://doi.org/10.1353/pla.2024.a938742

ORCID ID

0000-0003-1317-6374

Keywords

scholarly identity; minoritized students; BIPOC students; first-generation students; low-income students; counter-storytelling; academic libraries

Rights Statement

Copyright © 2024 Johns Hopkins University Press. This article first appeared in portal: Libraries and the Academy, Volume 24, Issue 4, October, 2024, pages 765-787.

Digital Origin

Born digital

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