No, I'm Not Crazy: A Black Feminist Perspective of Gaslighting within Doctoral Socialization

Autor/in	Grant, Janelle
Titel	No, I'm Not Crazy: A Black Feminist Perspective of Gaslighting within Doctoral Socialization
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 34 (2021) 10, S.939-947 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Grant, Janelle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2021.1930258
Schlagwörter	African American Students; Females; Feminism; Deception; Doctoral Students; Socialization; Student Experience; Racial Bias; Gender Bias + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Feminismus; Täuschung; Doctoral studies; Doctorate studies; Doctoral candidate; Doktorandenprogramm; Doktorand; Doktorandin; Socialisation; Sozialisation; Studienerfahrung; Racial discrimination; Rassismus; Geschlechterstereotyp
Abstract	I problematize my first semester in a PhD program using autoethnographic methodology drawing from my perspective as a Black feminist scholar as well as give suggestions for gaslighting as a theoretical framework for future work on academic socialization. I use Black Feminist Thought to contextualize my analytic memos and journal entries as data to make meaning of my doctoral socialization. In addition, I explain factors of my early experience in a PhD program within the theoretical lens of gaslighting to understand how socialization from the program's directors aligned with the desires of the academy. For this paper, gaslighting as a theory is specific to a form of bullying that I experienced in an academic setting fraught with various organizational safeguards that place accountability on Black women to remedy an unconstructive setting. Specifically, I write to other Black women because understanding my experiences situated within critical theorizations of gaslighting have eased by burden; however, institutional actors within the academy must also read and listen and be genuinely open to radical change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01