Accessing Doctoral Education: Salient Factors of Black Ph.D. Student Narratives

Autor/inn/en	Hernandez, Theresa E.; Puente, Veronica
Titel	Accessing Doctoral Education: Salient Factors of Black Ph.D. Student Narratives
Quelle	(2016), (31 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	African American Students; Doctoral Students; Research Universities; Access to Education; Student Experience; Personal Narratives; Teacher Student Relationship; College Faculty; College Environment; Racial Bias; African American Community; Professional Identity; Student Financial Aid; Employment; Family Influence + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Doctoral studies; Doctorate studies; Doctoral candidate; Doktorandenprogramm; Doktorand; Doktorandin; Forschungseinrichtung; Education; Access; Bildung; Zugang; Bildungszugang; Studienerfahrung; Erlebniserzählung; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät; Hochschulumwelt; Racial discrimination; Rassismus; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Dienstverhältnis
Abstract	This study is part of recent efforts to fill the research gaps in access to doctoral education for underrepresented students, with primary focus on Black students. This case study of an elite research university was conducted through semi-structured interviews with 5 Black PhD students in order to learn about their aspirations and decisions to enter the doctoral education pipeline in the context of their own narratives. The findings from these narratives revealed salient factors about our participants' journeys into doctoral studies, including complex relationships with faculty, challenging campus racial climates, Black scholars seeking to advance Black communities, the significant role of financial aid, and meaningful employment and familial networks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01