Doctoral program attrition has consistently remained an issue in higher education with approximately fifty to sixty percent of doctoral students leaving their degree programs without earning the degree. Of particular concern is the disparity between Black graduate students’ attrition rates and their peers. Less than half of Black doctoral students earn their degree within ten years. To address this challenge, the study considers the variables that affect Black doctoral students’ programmatic experiences. Mentors have often been cited as primary agent of doctoral program achievement. As key conductors of the socialization process, they have the ability to affect students’ experiences within their doctoral program. Due to the gap in doctoral degree attainment for Black students, this study sought to understand what influence Black doctoral students perceived mentoring and race to have on their graduate program experience. This collective case study was conducted with 15 current and recently graduated Black doctoral students. Semi-structured interviews were employed to gain an understanding of their doctoral program life. Using socialization theory and Critical Race Theory (CRT) to understand students’ expectations of mentoring and the perceived effect mentoring had on their doctoral program experience. Many participants automatically viewed their research advisor as a mentor. Critical Race Theory was also utilized to explore how racialized experiences played a common role in their mentoring and program experiences. Findings of the study point to close connections that Black students hope to have with mentors in their doctoral program. Black students are looking for mentors to provide detailed guidance through the doctoral program and beyond. The ideal is to build trusting relationships that grow beyond the professional. This includes mentors who will take the time to know them as a whole person beyond their life as a student. Students placed significant value of their mentors for helping to develop their skills as researchers and providing connections to build their professional network. Additionally, the findings illustrate that race is a part of the doctoral program experience at all times. Mentors who can create an environment to listen and understand that experience can often help Black students remain resilient in completing their degree. With regard to racialized experiences, often faculty were the key antagonists in these moments. Students cited experiences with microaggressions, being given less opportunities than White peers and feeling personally violated. Key recommendations based on findings include, developing CRT informed training for graduate faculty as they are key drivers in creating the academic environment Black doctoral students experience, reexamination of how we discuss research advisors. / Policy, Organizational and Leadership Studies
| Identifer | oai:union.ndltd.org:TEMPLE/oai:scholarshare.temple.edu:20.500.12613/7726 |
| Date | January 2022 |
| Creators | Henderson, Cassandra |
| Contributors | Davis, James Earl, 1960-, Stull, Judith C., 1944-, Brandt, Carol B., Sanford-DeShields, Jayminn |
| Publisher | Temple University. Libraries |
| Source Sets | Temple University |
| Language | English |
| Detected Language | English |
| Type | Thesis/Dissertation, Text |
| Format | 153 pages |
| Rights | IN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available., http://rightsstatements.org/vocab/InC/1.0/ |
| Relation | http://dx.doi.org/10.34944/dspace/7698, Theses and Dissertations |
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