Strengthening the Academy: Examining the Scholarly Productivity of Black Ph.D. Students

Autor/inn/en	Baylor, Rhonda Erica; Middleton, Kyndra V.
Titel	Strengthening the Academy: Examining the Scholarly Productivity of Black Ph.D. Students
Quelle	In: Journal of Negro Education, 90 (2021) 4, S.472-482 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	Doctoral Students; Blacks; Productivity; Student Publications; Psychological Patterns; Well Being; Public Speaking; Conference Papers; Teacher Student Relationship; Family Relationship; Peer Relationship; Black Colleges; Institutional Characteristics; Disproportionate Representation; Whites + Suchen Sie Ihr Suchwort? Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Black person; Schwarzer; Produktivität; Studentenzeitung; Well-being; Wellness; Wohlbefinden; Vortrag; Konferenzmaterial; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; White; Weißer
Abstract	The purpose of this study was to determine whether the scholarly productivity of Black Ph.D. students is affected by institutional type, psychological well-being, and social support. Results from this study showed that none of those factors alone were significant predictors of any of the scholarly productivity outcomes. However, together the three factors predicted student publications. In addition, two of the background variables were also found to significantly predict a Ph.D. student's publications: time in program and the presence of a formal scholarly productivity program. This study is an important component of understanding the pipeline of Black students from Ph.D. programs to the professoriate and presents recommendations to strengthen the academy. (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