Politics, Identity, Faith, and the Academic Hazing of a Black Woman: A Scholarly Personal Narrative of a Black Woman Doctoral Student

Autor/in	Thompson, Valerie J.
Titel	Politics, Identity, Faith, and the Academic Hazing of a Black Woman: A Scholarly Personal Narrative of a Black Woman Doctoral Student
Quelle	In: Research Issues in Contemporary Education, 7 (2022) 2, S.54-71 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2690-9251
Schlagwörter	Blacks; Females; Doctoral Students; Doctoral Programs; Hazing; Student Experience; Personal Narratives; Politics; Identification (Psychology); Beliefs; Well Being; Mental Health; Physical Health; Whites; Institutional Characteristics; Disproportionate Representation; Stereotypes + Suchen Sie Ihr Suchwort? Black person; Schwarzer; Weibliches Geschlecht; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Student unions; Student organizations; Initiation rite; Studentenorganisation; Studentenvereinigung; Initiation; Initiationsritus; Studienerfahrung; Erlebniserzählung; Politik; Belief; Glaube; Well-being; Wellness; Wohlbefinden; Psychohygiene; Gesundheitszustand; White; Weißer; Klischee
Abstract	Academic hazing within doctoral programs is often so deeply embedded within the doctoral experience that it becomes normalized. This effort translates into oppressive practices where students are broken down and rebuilt into the ideal doctoral candidate, and the process continues with the next batch of candidates. However, no one discusses the mental, physical, and spiritual burden that academic hazing takes within the lives of its students, especially the Black students. Utilizing a scholarly personal narrative approach (Nash, 2004), the purpose of this paper is to center the lived experiences of a Black woman doctoral student and how politics, identity, faith, and academic hazing framed those experiences. Implications for doctoral programs ended the narrative by recommending doctoral programs take the same effort that they place on diversifying their professoriate that they do caring for the emotional, physical, and mental wellbeing of their students, especially their Black students. (As Provided).
Anmerkungen	Louisiana Educational Research Association. e-mail: rice@leraweb.net; Web site: http://leraweb.net/ojs/index.php/rice
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01