Hitting and Climbing the Proverbial Wall: Participation and Retention Issues for Black Graduate Women

Autor/in	Johnson-Bailey, Juanita
Titel	Hitting and Climbing the Proverbial Wall: Participation and Retention Issues for Black Graduate Women
Quelle	In: Race, Ethnicity and Education, 7 (2004) 4, S.331-349 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
Schlagwörter	Females; Mentors; Academic Persistence; Student Attitudes; Graduate Students; African American Students; Social Networks; Sex; Race; Socioeconomic Status + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Schülerverhalten; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; African Americans; Afroamerikaner; Schüler; Schülerin; Social network; Soziales Netzwerk; Geschlecht; Geschlechtsverkehr; Rasse; Abstammung; Socio-economic status; Sozioökonomischer Status
Abstract	This qualitative study isolated the participation and retention issues of Black graduate women who were enrolled in four departments within the College of Education at a major research university. By identifying factors that contributed to and hindered their successful educational tenures, this study details how the societal issues of gender, race and class affected the women's academic lives. The graduate women in this study did not report the concerns set forth in the literature as factors that influenced their participation. The two major issues that affected participation were the accessibility and encouragement by university representatives and personal recruitment by Black mentors and students. Regarding retention, four factors emerged as significant themes: the presence and mentoring by supportive faculty and staff, the presence of and networking by Black students, respect from professors and continued funding. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10