The Effects of Faculty Involvement on African American Doctoral Students Choosing Careers in Higher Education PDF Download
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Author: Jearold Winston Holland
Publisher:
ISBN:
Category :
Languages : en
Pages : 414
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Book Description
Author: Jearold Winston Holland
Publisher:
ISBN:
Category :
Languages : en
Pages : 414
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Book Description
Author: Cheron H. Davis
Publisher: Emerald Group Publishing
ISBN: 1838672672
Category : Education
Languages : en
Pages : 256
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Book Description
By presenting discussions on professional development, and emphasizing the challenges and triumphs experienced by Black professors across disciplines, this book provides advice for junior Black scholars on how to navigate academe and tackle the challenges that Black scholars often face.
Author: V. Barbara Bush
Publisher: Taylor & Francis
ISBN: 1000979598
Category : Education
Languages : en
Pages : 173
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Book Description
This volume is designed to illuminate the educational experiences of Black women, from the time they earn their high school diplomas through graduate study, with a particular focus on their doctoral studies, by exploring the commonalities and the uniqueness of their individual paths and challenges. The chapters of this volume newly identify key factors and experiences that shape Black women’s engagement or disengagement with higher education.The original research presented here – using an array of theoretical lenses, as well as qualitative and quantitative methods – not only deepens our understanding of the experiences of African American women in the academy, but also seeks to strengthen the academic pipeline, not only for the benefit of those who may have felt disenfranchised in the past, but for all students.The contributors eschew the deficit-focused approach – that implies a lack of social and cultural capital based on prior educational experiences – adopted by many studies of non-dominant groups in education, and instead focus on the strengths and experiences of their subjects. Among their findings is the identification of the social capital that Black women are given and actively acquire in their pre-collegiate years that enable them to gain greater returns on their educational investments than their male peers. The book further describes the assistance and the interference African American women receive from their peers during their transition to college, and how peer interactions shape their early college experiences, and influence subsequent persistence decisions.Whether studying how Black women in the social and natural sciences navigate through this often rocky terrain, or uncovering the extent to which African American women doctoral students access postsecondary education through community colleges, and their special needs for more mentoring and advising support, this book provides researchers and graduate students with rich information on how to successfully engage and succeed in the doctoral process.It also demonstrates to women faculty and administrators how they can become better navigators, guides, and advocates for the African American women who come after them.
Author: Sherella Cupid
Publisher: IAP
ISBN:
Category : Education
Languages : en
Pages : 342
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Book Description
Black Experiences in Higher Education: Faculty, Staff, and Students illuminates the narratives of Black faculty, staff, and students and how they navigate their professional experiences, confront the hidden curriculum and work to transform academia. As we think about the context of Black Lives Matter, intersections of race and gender, and what it means to be Black in America, there is a new consciousness and attention to the uniqueness of Black experiences in the world. This book calls attention to how Black folks are navigating their experiences within higher education. The book will present an overarching aim to delve into Black voices and experiences in higher education. Contributing authors hold varying roles of faculty, staff, and students, all sharing their experiences in higher education in the USA. In particular these scholars reflect on the challenges and opportunities within the three themes of mental health and wellness, mentorship and creating supportive spaces, and career experiences, trajectories and pathways. The aim of the variety of contributing authors creates a space to reveal unique Black experiences and voices, therefore contributing to the scholarly discourse on race in America, and in higher education, in particular.
Author: Anna L. Green
Publisher: Taylor & Francis
ISBN: 1000980448
Category : Education
Languages : en
Pages : 174
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Book Description
As a new generation of African Americans completes college, an increasing number of students are aspiring to the Ph.D. as a stepping stone to a career in the academy and to fully participate in shaping our society. Most African Americans are conscious that they are the first in their families to embark on this journey. They are aware they will meet barriers and prejudice, are likely to face isolation and frustration, and find few sources of support along the way.This book, by twenty-four Black scholars who “have been there,” offers a guide to aspiring doctoral students to the formal process and to the personal, emotional and intellectual challenges they are likely to face. The authors come from a wide range of disciplines – from computing, education and literature to science and sociology. Although their experiences and backgrounds are as varied as they are as individuals, their richly diverse chapters cohere into a rounded guide to the issues for those who follow in their footsteps.From questioning the reader about his or her reasons for pursuing a doctorate, offering advice on financial issues, the choice of university and doctoral program, and relocation, through the process and timetable of application, interviews, acceptance and rejection, the authors go on to describe their own journeys and the lessons they have learned.These men and women write candidly about their experiences, the strategies they used to maintain their motivation, make the transition from HBCUs to PWIs, balance family and work, make the right choices and keep focussed on priorities. They discuss how to work effectively with advisors and mentors, make all-important connections with teachers and build professional and personal support networks. They recount how they dealt with tokenism, established credibility, handled racism, maintained their values and culture, and persuaded supervisors to legitimize their research interests in African American issues. This is both an inspirational and practical book for every African American considering pursuit of a doctoral degree.
Author: Avila Dee Hendricks
Publisher:
ISBN:
Category : Universities and colleges
Languages : en
Pages : 270
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Book Description
Research on African Americans in academe rests on the premise that the success of Black faculty in higher education depends heavily on significant mentoring, and networking opportunities. However, weak mentoring relationships and fewer networking opportunities may only reflect an underlying socialization problem for African American faculty in higher education. The purpose of this study was to examine whether or not African American faculty perceive the academic culture and institutional climate as supportive and protective of their intellectual freedom. This study was premised on the perspective that the process of professional socialization is circumscribed by the culture of the academic organization. The theoretical framework for this study was based on research which viewed institutions of higher education as unique organizational cultures, and faculty as culture bearers' who are influenced by institutional values and beliefs. The participants for this study were nineteen (19) African American men and women employed at U.S. colleges or universities as faculty, or as administrators with teaching responsibilities. Grounded theory was the qualitative method used to collect the research data and to analyze key values associated with the culture of the academic organization. In-depth telephone interviews served as the primary data collection strategy. A focus group interview served as a secondary data source. The interview questions focused on the African American faculty member's involvement in the institutional culture, the disciplinary culture, and the culture of the profession-at-large. Two major findings may be extracted from the results of this study: (1) faculty who were intellectually stimulated and mentored by graduate school faculty, tended to perceive their early initiation and socialization into the academic profession as less stressful and less transformative, and (2) faculty who decided early in their academic careers to become college or university professors tended to view the academic culture and climate as more tolerant of their intellectual and academic freedom. The results provide support for attending to the preparation of African American graduate students for academic careers. This study also has significant implications for academic communities attempting to transform the culture of the academy in order to honor the social and intellectual diversity among faculty.
Author: Antija M. Allen
Publisher: Cambridge University Press
ISBN: 1316513343
Category : Education
Languages : en
Pages : 263
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Book Description
Explores racial inequity within higher education, and its impact on the inclusion, retention, and mental health of Black faculty.
Author: Henry T. Frierson
Publisher: Emerald Group Publishing
ISBN: 1780521685
Category : Education
Languages : en
Pages : 357
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Book Description
Ask practically any academic department chair why they do not have more African Americans among faculty members and they generally respond with stock stories or folktales. This title provides historical, conceptual, and empirically-based analyses focused on the development of African Americans in STEM fields.
Author: Agustina Purnamasari
Publisher: IAP
ISBN: 1623969085
Category : Education
Languages : en
Pages : 171
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Book Description
Attrition among doctoral students has become a perennial issue in higher education (Gardner, 2009; Golde, 2000) as 40 to 60 percent of doctoral students do not complete their program of study (Bair &Haworth, 2005). Such outcomes are inconsistent with the rigorous evaluation that occurs prior to being accepted into a doctoral program (Bair & Haworth, 2005). Despite deemed levels of student excellence, promise and efforts made by programs to counter student departure (Offerman, 2011), attrition rates remain alarmingly high (Bair & Haworth, 2005; Gardner, 2009). The purpose of this book is to provide a view into doctoral student work-lives and their efforts to find a balance between often seemingly conflicting responsibilities. In addition to contributing to the ongoing dialogue on work-life balance in doctoral studies (Brus, 2006; Golde, 1998; Moyer, Salovey, & Casey-Cannon, 1999), the intention of this book is to provide other doctoral students with potential coping mechanisms, guidance, and assurance that they are not alone in this process. Lastly, we anticipate that these doctoral student narratives will help illuminate potential strategies that doctoral programs, departments, and institutions can incorporate in their efforts to help students successfully complete their program of study. As such the intended audience is doctoral students, higher education professionals, faculty members, and educational leaders.
Author: Lloyd Glen Bingman
Publisher:
ISBN:
Category : African American graduate students
Languages : en
Pages : 444
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Book Description
