Wounded healer: The impact of a grant-supported scholarship on an underrepresented science, technology, engineering, and mathematics student's career and life Academic Article

abstract

• This study narratively untangles an AfricanAmerican students experiences in the throes of receiving a scholarship to study computer science and enter a future Science, Technology, Engineering, and Mathematics (STEM) career. Using the wounded healer metaphor as an interpretative lens, this work explores challenges the young adult experienced relating to his development, culture, contextualized learning, family interactions, religious beliefs, and self-identity. The students stories of teaching-learning, transforming, and healing instantiate the profound impact the grant-supported scholarship had on the youths development, life, and career trajectory. Additionally, new connections between narrative and metaphor are forged in ways that strengthen the sense made of teaching-learning, culture, and social interactions in higher education.

authors

• Craig, Cheryl

published proceedings

• FRONTIERS IN EDUCATION

altmetric score

• 1.1

author list (cited authors)

• Craig, C. J., Li, J., Rios, A., Lee, H., & Verma, R. M.

citation count

• 0

complete list of authors

• Craig, Cheryl J||Li, Jing||Rios, Ambyr||Lee, HyeSeung||Verma, Rakesh M

publication date

• November 2022

publisher

• Frontiers  Publisher

published in

• Frontiers in Education  Journal

keywords

• Higher Education
• Identity
• Learning
• Metaphor
• Narrative
• Scholarships
• Stem
• Teaching

Digital Object Identifier (DOI)

• 10.3389/feduc.2022.1043518

start page

• 1043518

volume

• 7

URL

• http://dx.doi.org/10.3389/feduc.2022.1043518