Exploring the impact of “onlyness” among Black women doctoral students in computer science and engineering.

Abstract

Given the continuous underrepresentation of Black women in science, technology, engineering and mathematics (STEM) fields (Artis et al., 2018; Spencer et al., 2022), this study delves into the nuanced experiences of Black women doctoral candidates in computer science and engineering. Central to this exploration is the multifaceted mental health impact of “onlyness”—a term developed through this research to encapsulate the unique challenges these women face due to their significant underrepresentation. Employing grounded theory (Corbin & Strauss, 2015), interviews with 32 Black women doctoral students revealed not just the challenges of being the only ones in their respective programs but also how these experiences initiate a complex cycle of isolation, self-doubt, impostor syndrome, and substantial emotional and mental distress. This article aims to highlight the critical need for higher education administrators and faculty advisors to adopt intersectional and systemic approaches to support Black women in STEM (Collins & Bilge, 2020; Joshi et al., 2021). Furthermore, it offers insights into the resilience strategies and coping mechanisms these women employ to navigate their doctoral journeys, thereby contributing to discussions on enhancing their retention in STEM graduate programs. (PsycInfo Database Record (c) 2025 APA, all rights reserved)

Department(s)

COLLEGE OF EDUCATION

Document Type

Article

DOI

10.1037/dhe0000583

Keywords

Black women, doctoral, mental health, onlyness, STEM

Publication Date

1-1-2025

Journal Title

Journal of Diversity in Higher Education

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