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dc.contributor.advisorDavis, James Earl
dc.creatorScott, Sharron
dc.date.accessioned2020-11-02T15:10:59Z
dc.date.available2020-11-02T15:10:59Z
dc.date.issued2017
dc.identifier.urihttp://hdl.handle.net/20.500.12613/2334
dc.description.abstractThis qualitative research explored the unique experiences of Black doctoral students. Specifically, Black doctoral students’ perceptions of themselves, their academic program, and the possible role of racism were explored as factors that may contribute to the Black Faculty Gap phenomena. Study participants included eight Black Ph.D. students enrolled in the social sciences, including education at a large, urban research university in the Northeast. Accounts of the findings include the collection, data analysis, and interpretations drawing from the lens of critical race theory and the theoretical frameworks of self-efficacy and symbolic interactionism. The findings indicate specifically that Black doctoral students struggle with racialized experiences, pressures to prove themselves, and perceptions of unfitness for the professoriate. Roundabout Racism, Prove Pressure, and The Fit Factor are the three themes that emerged from this study. Findings also indicate that despite their respective struggles, many Black doctoral students seek to change the Eurocentric education paradigm and become role models for other students of color. This study’s findings and implications have the potential to support and inspire Black and other minoritized doctoral students, inform higher education institutions of impediments in doctoral programs, and the ways in which the Black Faculty Gap may be reduced and/or eliminated. Recommendations for further research include, but are not limited to further studies on Black doctoral students’ perception of advisor matching, program resources and accessibility, research preparedness for the professoriate, and contemporary racism and cultural competency training for higher education faculty, staff, and students.
dc.format.extent136 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectEducation, Higher
dc.titleThe Struggle Is Real: Black Doctoral Students' Perceptions Aspiring to the Professoriate
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberSchifter, Catherine
dc.contributor.committeememberJordan, Will J.
dc.contributor.committeememberHall, John
dc.description.departmentEducational Leadership
dc.relation.doihttp://dx.doi.org/10.34944/dspace/2316
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreeEd.D.
refterms.dateFOA2020-11-02T15:10:59Z


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