Illuminating Social-Class Identity: The Persistence of Working-Class African American Women Doctoral Students

Autor/inn/en	Crumb, Loni; Haskins, Natoya; Dean, Laura; Avent Harris, Janeé
Titel	Illuminating Social-Class Identity: The Persistence of Working-Class African American Women Doctoral Students
Quelle	In: Journal of Diversity in Higher Education, 13 (2020) 3, S.215-227 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8926
DOI	10.1037/dhe0000109
Schlagwörter	Working Class; Identification (Psychology); African American Students; Females; Doctoral Students; Educational Experience; Academic Persistence; Self Efficacy; Resilience (Psychology); Social Support Groups; Academic Support Services; Economically Disadvantaged; Work Ethic; Social Values; Religious Factors; Doctoral Programs; Whites; World Views + Suchen Sie Ihr Suchwort? Arbeiterklasse; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Doctoral studies; Doctorate studies; Doctoral candidate; Doktorandenprogramm; Doktorand; Doktorandin; Bildungserfahrung; Self-efficacy; Selbstwirksamkeit; Social support; Soziale Unterstützung; Arbeitsethos; Sozialer Wert; White; Weißer; World view; Weltanschauung
Abstract	Scholars have argued that there is a silence related to social class status in educational literature. Consequently, the purpose of this phenomenological study was to develop an understanding of the educational experiences of working-class African American women doctoral students at predominantly White institutions and what factors influence their doctoral persistence. Black feminist thought and the social class worldview model informed the conceptualization of the study. Ten doctoral students completed individual 2-phase semistructured interviews. Three themes reflected students' educational experiences and doctoral persistence: (a) working-class virtues, (b) development of self-efficacy and resiliency, and (c) utilization of personal and academic support systems. Implications for practice, research, and advocacy that support the academic persistence of students from economically disadvantaged backgrounds are discussed. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01