Employing a Black Feminist Approach to Doctoral Advising: Preparing Black Women for the Professoriate

Autor/inn/en	Bertrand Jones, Tamara; Wilder, JeffriAnne; Osborne-Lampkin, La'Tara
Titel	Employing a Black Feminist Approach to Doctoral Advising: Preparing Black Women for the Professoriate
Quelle	In: Journal of Negro Education, 82 (2013) 3, S.326-338 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
DOI	10.7709/jnegroeducation.82.3.0326
Schlagwörter	Feminism; African American Students; Academic Advising; Socialization; School Holding Power; Disproportionate Representation; Self Concept; Race; Gender Differences; Doctoral Programs; Graduate Students; Mentors; Females; Occupational Aspiration; Caring; Accountability; Student Empowerment; Hidden Curriculum; Research Training; Teacher Student Relationship; College Faculty + Suchen Sie Ihr Suchwort? Feminismus; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Akademischer Rat; Socialisation; Sozialisation; Selbstkonzept; Rasse; Abstammung; Geschlechterkonflikt; Doktorandenprogramm; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Weibliches Geschlecht; Berufsneigung; Berufsziel; Care; Pflege; Sorge; Betreuung; Verantwortung; Studienberechtigung; Heimlicher Lehrplan; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät
Abstract	Advising has been identified as a strategy that influences the retention and graduation of many underrepresented populations in higher education including, students of color and women. For Black women, multiple identities, including race and gender, intersect in ways that need acknowledgement during the socialization process. Given the growing numbers of Black women earning doctoral degrees, the authors propose a renewed focus on advising using a Black Feminist approach for advising process Black women. This conceptual essay will outline the differences between mentoring and advising, identifying the tasks and features of the advising relationship potentially needed to ensure the success of Black women graduate students who aspire to enter the professoriate. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06