Counter-narratives of African-American Male Doctoral Students at Predominantly White Institutions PDF Download
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Author: Cedric Glenn Sanders
Publisher:
ISBN:
Category :
Languages : en
Pages : 482
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Book Description
ABSTRACT The purpose of this study was to understand the narratives of African-American male doctoral students at predominately White Institutions (PWIs). The research questions guiding this study were: 1. How do African-American male doctoral students describe their doctoral journeys at predominately White Institutions (PWIs)? 2. In what ways do the narratives of African-American male doctoral students support or refute the literature on African-American males in college? Narrative interviews were conducted with seven African-American/Black men who earned doctoral degrees from predominantly White institutions representing multiple disciplines, including educational psychology, higher education and leadership, adult education, and engineering science. The data revealed three major themes. First, it was found that all of the participants were the only or one of few African-American men in their doctoral programs and classes and carried that knowledge as part of their daily academic consciousness. Given their status as being the "only one" in their doctoral programs and classes, the majority of the participants said they experienced feelings of isolation, alienation, and invisibility. The second theme revealed that the participants survived the doctoral process by drawing on cultural wisdom and the advice of family members and other graduate students, African-American men and women. The third theme found in the data was that participants possessed a notion that they were earning a doctoral degree not only for themselves, but others0́4their community. There were two major conclusions from this study: 1.) African-American male doctoral students at predominately White institutions (PWIs) approached their doctoral experiences guided by a racial consciousness that informed their identities and helped them to navigate their educational experiences using a culturally grounded schema and; 2.) The narratives of African-American male doctoral students at predominately White institutions (PWIs) provided a multi-dimensional profile that both supported and refuted the literature, revealing stories of stress from underrepresentation, isolation and racial stereotyping, while also relating accounts of high performance, persistence, and strength.
Author: Cedric Glenn Sanders
Publisher:
ISBN:
Category :
Languages : en
Pages : 482
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Book Description
ABSTRACT The purpose of this study was to understand the narratives of African-American male doctoral students at predominately White Institutions (PWIs). The research questions guiding this study were: 1. How do African-American male doctoral students describe their doctoral journeys at predominately White Institutions (PWIs)? 2. In what ways do the narratives of African-American male doctoral students support or refute the literature on African-American males in college? Narrative interviews were conducted with seven African-American/Black men who earned doctoral degrees from predominantly White institutions representing multiple disciplines, including educational psychology, higher education and leadership, adult education, and engineering science. The data revealed three major themes. First, it was found that all of the participants were the only or one of few African-American men in their doctoral programs and classes and carried that knowledge as part of their daily academic consciousness. Given their status as being the "only one" in their doctoral programs and classes, the majority of the participants said they experienced feelings of isolation, alienation, and invisibility. The second theme revealed that the participants survived the doctoral process by drawing on cultural wisdom and the advice of family members and other graduate students, African-American men and women. The third theme found in the data was that participants possessed a notion that they were earning a doctoral degree not only for themselves, but others0́4their community. There were two major conclusions from this study: 1.) African-American male doctoral students at predominately White institutions (PWIs) approached their doctoral experiences guided by a racial consciousness that informed their identities and helped them to navigate their educational experiences using a culturally grounded schema and; 2.) The narratives of African-American male doctoral students at predominately White institutions (PWIs) provided a multi-dimensional profile that both supported and refuted the literature, revealing stories of stress from underrepresentation, isolation and racial stereotyping, while also relating accounts of high performance, persistence, and strength.
Author: Larry D. Callis
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 210
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Book Description
This study examined the counter stories of African American Males, ages 36-61, who successfully earned a doctoral degree at a Predominantly White Institution (PWI). Critical inquiry was used to examine the worldviews of African American Male (AAM) doctoral students and their doctoral experience through the theoretical lenses of Critical Race Theory, Stereotype Threat, and Racial Identity. Data collection involved semi-structured interviews that gathered data through critical inquiries about these experiences from a post-degree perspective. African American Male doctoral degree attainment is a vital function of student success within a privileged educational paradigm. Results of the study demonstrated that AAM doctoral degree achievement is complex by his perceptions of racism, racial identity, and the issues of diversity at Predominantly White Institutions.
Author: Caroline Sotello Viernes Turner
Publisher: Allyn & Bacon
ISBN:
Category : Education
Languages : en
Pages : 280
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Book Description
Comprehensive, in-depth study of the inequalities based on ethnic and racial differences in the professional environment of high education.
Author: Robert T. Palmer
Publisher: Routledge
ISBN: 1317302265
Category : Education
Languages : en
Pages : 168
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Book Description
Highlighting the voices and experiences of Black graduate students at Historically Black Colleges and Universities (HBCUs), this book features the perspectives of students from a variety of academic backgrounds and institutional settings. Contributors discuss their motivation to attend an HBCU for graduate studies, their experiences, and how these helped prepare them for their career. To be prepared to serve the increasing number of Black students with access to graduate programs at HBCUs, university administrators, faculty, and staff require a better understanding of these students’ needs and how to meet them. Addressing some of today’s most urgent issues and educational challenges, this book expands the literature on HBCUs and provides insight into the role their graduate schools play in building a diverse academic and professional community.
Author: Dorian L. McCoy
Publisher: John Wiley & Sons
ISBN: 1119112036
Category : Education
Languages : en
Pages : 136
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Book Description
Critical race theory (CRT) was introduced in 1995 and for almost twenty years, the theory has been used as a tool to examine People of Color’s experiences with racism in higher education. This monograph reviews the critical race literature with a focus on race and racism’s continued role and presence in higher education, including: • legal studies and history, • methodology and student development theory, • the use of storytelling and counterstories, and • the types of and research on microaggressions. The goal of the editors is to illuminate CRT as a theoretical framework, analytical tool, and research methodology in higher education. As part of critical race theory, scholars and educators are called upon to extend their commitment to social justice and to the eradication of racism and other forms of oppression. This is the 3rd issue of the 41st volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Author: Shawn Anthony Robinson
Publisher: IAP
ISBN: 1641131861
Category : Education
Languages : en
Pages : 154
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Book Description
This edited book reflects a much needed area of scholarship as the voices of African American (AA) or Black students defined by various labels such as learning disability, blindness/visual impairment, cognitive development, speech or language impairment, and hearing impairment are rare within the scholarly literature. Students tagged with those identifiers within the Pk-20 academic system have not only been ignored, and discounted, but have also had their learning framed from a deficit perspective rather than a strength-based perspective. Moreover, it was uncommon to hear first person narratives about how AA students have understood their positions within the general education and special education systems. Therefore, with a pervasive lack of knowledge when it comes to understanding the experiences of AA with disabilities, this book describes personal experiences, and challenges the idea that AA students with disabilities are substandard. While this book will emphasize successful narratives, it will also provide counter-narratives to demystify the myth that those with disabilities cannot succeed or obtain terminal degrees. Overall, this edited book is a much needed contribution to the scholarly literature and may help teachers across a wide array of academic disciplines in meeting the academic and social needs of AA students with disabilities. ENDORSEMENTS: Dr. Shawn Robinson’s collection of personal narratives raises critical questions about the U. S. public education system. Written by African Americans compartmentalized in special education programs because of actual or perceived disabilities, these stories will impel readers even tangentially affiliated with educational institutions to consider testing, placement, mainstreaming, retention and promotion, and other assessment policies that determine grade-level readiness. Thanks to Robinson, the perspectives of these graduates who surmounted barriers to more positive and accommodating learning environments now receive proper attention. ~ John Pruitt, University of Wisconsin-Rock County With a bold vision, Dr. Shawn Anthony Robinson enters the discussion of Special Education with a collection of narratives that highlight the struggles and triumphs of marginalized students. In America, we have a long, contested history of “inclusion” of students of color and difference in our public, mainstream institutions. When these students are invited to the education table, they still must overcome persistent and pernicious barriers to true and equal educational opportunities. Consequently, students are left to “sink or swim” in oceans disparity and inequity. This collection of narratives and counter-narratives, confront the absence of adequate research and other empirical evidence of pedagogy and practice that would be essential to 21st Century progress in educational praxis. This volume represents one, important step towards adding new voices to the continuing struggle of meaningful inclusion. How might students of color and difference succeed in an education system that provides “no room to bloom? The authors address this challenge by exploring topics such as Aspirational Capital, Linguistic Capital, Familial Capital, Social Capital, Navigational Capital and Resistance Capital. The reader will be exposed to ideas that will help students “make a way out of no way” by working both within and against educational systems full of barriers and opportunities. Congratulations to Dr. Robinson and his colleagues as the content of this volume represents an important contribution to the extant literature. ~ Gregory A. Diggs , Denver, Colorado
Author: Baker E. Morten
Publisher:
ISBN:
Category : African Americans
Languages : en
Pages : 136
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Book Description
Author: Fred A. Bonner II
Publisher: Routledge
ISBN: 1317917863
Category : Education
Languages : en
Pages : 183
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Book Description
Through candid discussions and personal counter-narrative stories, Black Faculty in the Academy explores the experiences and challenges faced by faculty of color in academe. Black faculty in predominantly White college and university settings must negotiate multiple and competing identities while struggling with issues of marginality, otherness, and invisible barriers. This important book illuminates how faculty can develop a professional identity that leads to success in academe, while at the same time remaining true to cultural and personal identities. Through rich narratives, chapter authors situate race-related encounters at the center of their experience in an effort to deconstruct and challenge commonly held assumptions about life in academe. They also provide key recommendations and strategies to help faculty of color ensure their continued professional success. Framed by critical race theory, these stories show how faculty can successfully maneuver through all stages of a career in academe, including tenure and promotion, publication, mentoring, networking, teaching, and dealing with institutional climate issues. This valuable book is for faculty and administrators seeking to create an environment that nurtures professional growth and fosters success among Black faculty.
Author: Amanda J. Rockinson-Szapkiw
Publisher: Rowman & Littlefield
ISBN: 1475803753
Category : Education
Languages : en
Pages : 258
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Book Description
This co-edited book provides doctoral candidates with a practical, cross-discipline handbook for successfully navigating the doctoral process – from initial program selection to the final dissertation defense and preparing for the faculty interview. Invited chapters from established higher education experts cover topics ranging from university and program selection, preparing for comprehensive exams and dissertation research, self-care and self-management strategies, and recommendations for maintaining personal and professional support systems. Each chapter includes strategies for success and practical tips, including how to create a study guide for the comprehensive examination, how to create a professional support group, how to talk to your family about the doctoral process, how to select and work with a chair and committee, how to identify an appropriate research design, how to navigate the IRB process, and how to master the research and writing process.
Author: Monica Galloway Burke
Publisher: IAP
ISBN: 1641137622
Category : Education
Languages : en
Pages : 197
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Book Description
Even though diversity is currently conveyed as a ubiquitous principle within institutions of higher education, professionals of color still face issues such as discrimination, the glass ceiling, lack of mentoring, and limited access to career networks. Unfortunately, an open channel does not exist for professionals of color to express their frustrations and genuine concerns. The narratives in No Ways Tired present a powerful voice about the experiences of student affairs professionals of color in higher education, including intersecting identities such as race, class, and gender. Furthermore, the narratives are nuggets of personal truth that can serve as a lens for professionals of color who wish to develop strategies to succeed as they traverse their careers in higher education. Through the sharing of their visions of success, lessons learned, and cautionary tales, the authors openly offer insights about how they have created a way to survive and thrive within higher education in spite of challenges and distractions. They also articulate a vision where student affairs professionals of color can develop fully, be authentic, use their agency, and effectively contribute. This book includes recommendations for professionals of color at all levels within higher education and ways to construct opportunities to flourish. The ultimate goal for this book is to promote discussions regarding how professionals of color can be more proactive in developing strategies that are conducive to their professional and personal success as they navigate their higher education careers.
