Nuanced Navigation: Narratives of the Experiences of Black 'All but Dissertation' (ABD) Women in the Academy

Autor/inn/en	Johnson, Jennifer M.; Scott, Sharron
Titel	Nuanced Navigation: Narratives of the Experiences of Black 'All but Dissertation' (ABD) Women in the Academy
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 36 (2023) 4, S.612-626 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2020.1852485
Schlagwörter	Doctoral Programs; Womens Education; Females; African American Students; Doctoral Students; Student Experience; Cultural Differences; Critical Race Theory; Socialization; Graduate Students; Minority Group Students; Racism; Gender Bias; Time to Degree; Barriers; School Culture; Expectation; Teacher Student Relationship; Responsibility; Goal Orientation; Social Support Groups; Networks + Suchen Sie Ihr Suchwort? Doktorandenprogramm; 'Women''s education'; Frauenbildung; Weibliches Geschlecht; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Doctoral studies; Doctorate studies; Doctoral candidate; Doktorand; Doktorandin; Studienerfahrung; Kultureller Unterschied; Socialisation; Sozialisation; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Rassismus; Geschlechterstereotyp; Schulkultur; Schulleben; Expectancy; Erwartung; Teacher student relationships; Lehrer-Schüler-Beziehung; Verantwortungsübernahme; Zuständigkeit; Zielorientierung; Zielvorstellung; Social support; Soziale Unterstützung
Abstract	In this article, the authors examine the experiences that contribute to the delayed completion of doctoral programs among Black women. Building upon prevailing applications of doctoral student socialization, this study explores the ways race and gender intersect to shape the graduate school experiences of Black women pursuing EdD and PhD degrees. Semi-structured interviews with current graduate students and doctoral degree recipients reveal that the intersecting identities held by Black women are largely ignored during interactions with graduate faculty and peers, complicating the graduate school socialization process. Gendered priorities constrained time available to dedicate to studies, particularly during the writing stage. Black women described efforts to navigate dominant culture communication styles and the necessity to create networks of their own to overcome these challenges and move towards degree attainment. Implications for institutional policy and practice are shared. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01