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This qualitative research explored the unique experiences of Black doctoral students. Specifically, Black doctoral students’ perceptions of themselves, their academic program, and the possible role of racism were explored as factors that may contribute to the Black Faculty Gap phenomena. Study participants included eight Black Ph.D. students enrolled in the social sciences, including education at a large, urban research university in the Northeast. Accounts of the findings include the collection, data analysis, and interpretations drawing from the lens of critical race theory and the theoretical frameworks of self-efficacy and symbolic interactionism. The findings indicate specifically that Black doctoral students struggle with racialized experiences, pressures to prove themselves, and perceptions of unfitness for the professoriate. Roundabout Racism, Prove Pressure, and The Fit Factor are the three themes that emerged from this study. Findings also indicate that despite their respective struggles, many Black doctoral students seek to change the Eurocentric education paradigm and become role models for other students of color. This study’s findings and implications have the potential to support and inspire Black and other minoritized doctoral students, inform higher education institutions of impediments in doctoral programs, and the ways in which the Black Faculty Gap may be reduced and/or eliminated. Recommendations for further research include, but are not limited to further studies on Black doctoral students’ perception of advisor matching, program resources and accessibility, research preparedness for the professoriate, and contemporary racism and cultural competency training for higher education faculty, staff, and students. / Educational Leadership

The Resident Assistant position is a leadership role available to college students interested in expanding their interpersonal and administrative skills. These students serve as a “first line of defense” for colleges and universities in supporting their peers, managing crises, and identifying students of concern for the institution. While existing literature has clearly identified the personal and professional benefits of the Resident Assistant role, it has also examined the negative impact of the role, specifically the increased likelihood of these students experiencing the phenomenon of burnout. However, there is limited qualitative research available on this subject to give voice to how Resident Assistants make meaning of their burnout experiences and do or do not seek help for these concerns. The purpose of this study is to examine the experiences of Resident Assistants as they relate to help-seeking behaviors and burnout or compassion fatigue. By exploring these issues, this study will complement existing literature on the lives of Resident Assistants, and also fill a gap associated with the qualitative inquiry needed to fully understand their mental health and stress in the position. The study uses a qualitative research design to examine the stories of eight Resident Assistants who participated in semi-structured interviews. The participants were identified as having a high level of burnout through the use of the Copenhagen Burnout Inventory. The study takes place at a large urban research institution in the Mid-Atlantic region, which houses approximately 6,000 students in its residence halls. The findings from this study demonstrate that Resident Assistants perceive each other as their strongest support system and share a common belief that unless you've lived the experience, it cannot be understood. Findings also reveal a variety of factors that impact and intensify burnout specifically the feeling of being “always on” or constantly engaged in giving help to others which leads to emotional exhaustion. Finally, Resident Assistants highlighted factors from within Residential Life and within their personal lives that impact their levels of burnout and likelihood to seek support for these issues. / Educational Leadership

The educational trajectory of foster care students in the United States is often delayed. However, there are foster care students who have been able to successfully navigate the educational pipeline and complete a college degree (Batsche et al., 2012). The purpose of this study was to explore the transition experiences of foster care students from high school to a four-year university and to identify contributors to their adaption into the college environment. This study challenges previously held beliefs by focusing on the actual rather than perceived contributors to their success while in college. Data from this study came from demographic questionnaires and 60-90-minute interviews with 11 qualified study participants. The study participants provided multifaceted responses about their transition experiences to the university. Findings and themes which emerged from the study focused on the experiences of transferring from a state college, being homeless, and identifying helpful support resources during their transition process. Study participants discussed the need for utilizing campus resources, developing transition strategies, and the importance of networking and engagement. The study results also provided insight into practices not considered helpful by foster care students. The discussion and implication section provide suggested resources for foster care programs and university administrators who support this population. Future research recommendations focused on self-development and program effectiveness followed by concluding thoughts. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Education. / Spring Semester 2018. / April 25, 2018. / Includes bibliographical references. / Kathy Guthrie, Professor Directing Dissertation; Winston Roberts, University Representative; Tamara Bertrand Jones, Committee Member; Robert Schwartz, Committee Member.