Literaturnachweis - Detailanzeige
Autor/inn/en | Long, Leroy L., III; Travers, Christopher S. |
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Titel | Brotherly Bond: A Collaborative Autoethnographic Analysis of Black Male Scholars |
Quelle | In: Journal of Negro Education, 90 (2021) 2, S.183-194 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-2984 |
Schlagwörter | African American Students; Males; Autobiographies; Ethnography; Personal Narratives; Doctoral Students; Career Development; Doctoral Degrees; African American Teachers; Teacher Student Relationship; Mentors; Financial Support; Social Capital; Academic Achievement; Success African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Autobiography; Autobiografie; Autobiographie; Ethnografie; Erlebniserzählung; Doctoral studies; Doctorate studies; Doctoral candidate; Doktorandenprogramm; Doktorand; Doktorandin; Berufsentwicklung; Doctoral degree; Doktorgrad; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Finanzielle Förderung; Sozialkapital; Schulleistung; Erfolg |
Abstract | Historically, Black men have had limited opportunities to obtain doctoral degrees or faculty positions at U.S. institutions of higher education. Few interventions exist to change historical trends and promote positive examples of successful Black male scholars. Using a collaborative autoethnographic methodological approach, we share our personal narratives as Black male scholars while vividly detailing how our involvement in a program for doctoral students of color positively influenced our career trajectories. More specifically, we discuss how the Bell Fellows Program offered us a peer-to-peer support network, Black male faculty and staff mentors, financial resources, as well as the social and intellectual capital necessary to successfully earn our doctoral degrees and acquire faculty positions in our respective fields. (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: https://jne.howard.edu/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |