Stereotype Threat Reduction and Wise Schooling: Towards the Successful Socialization of African American Doctoral Students in Education

2000 ◽  
Vol 69 (3) ◽  
pp. 184 ◽  
Author(s):  
Edward Taylor ◽  
James Soto Antony
Keyword(s):  
African American ◽  
Stereotype Threat ◽  
Doctoral Students ◽  
African American Doctoral Students

scholarly journals My Narrative is Not What You Think It Is: Experiences of African Americans in a Doctor of Education Program

10.28945/4534 ◽  
2020 ◽  
Vol 15 ◽  
pp. 199-216
Author(s):  
Shametrice Davis ◽  
Leslie Reese ◽  
Cecelia S Griswold
Keyword(s):  
African American ◽  
Critical Race Theory ◽  
Doctoral Students ◽  
Doctoral Education ◽  
Future Research ◽  
Case Study Methodology ◽  
Doctor Of Education ◽  
American Students ◽  
African American Doctoral Students ◽  
Study Methodology

Aim/Purpose: This paper examines the experiences of African American students in a doctor of education program at a comprehensive university in Southern California. Background: Qualitative case study methodology and critical race theory is used to highlight asset rather than deficit narratives of the participants, illuminating another aspect of commonly understood experiences for underrepresented students in education. Methodology: Qualitative case study methodology was used for a sample of 14 African American doctoral students in the Southern California area. Critical race theory provided a framework through which to support data analysis and subsequent findings. Contribution: The original contribution of this paper is the asset-narrative of African American doctoral students at an institution that is not research-driven. Findings: Findings assert that (1) asset narratives of African American students need to be highlighted, (2) action-research as an option for dissertation completion is important for Ed.D. programs, and (3) racial identity of African Americans is complex, therefore broader understandings of black identity are needed, and must be coupled with anti-deficit ideology. Recommendations for Practitioners: Recommendations for practitioners include expanding understandings of African American identity coupled with anti-deficit ideology to enhance student interactions with both faculty and peers throughout doctoral education. Recommendation for Researchers: It is suggested that future research continue to focus on doctoral student experiences in institutions that are not research intensive. Impact on Society: This research provides an original contribution by furthering understandings of the complexity of the African American experience with identity, research, and doctoral education experiences. Future Research: Future research should focus on other underrepresented populations in doctoral education at universities that are not research-intensive.

James Oliver Horton, 1943–2017

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Melani McAlister
Keyword(s):  
African American ◽  
Doctoral Students ◽  
American History ◽  
African American History ◽  
National Museum ◽  
Us History ◽  
Local Branch ◽  
Gathering Place

In October 2017, hundreds of faculty, friends, and former students gathered at the National Museum of African American History and Culture (NMAAHC) to remember James Oliver “Jim” Horton. It was a fitting gathering place. As the museum’s director, Lonnie Bunch, commented, Jim’s legacy is everywhere at the museum, from the fact that several of his former doctoral students are now curators to the foundational commitment of the museum itself: that African American history is not a local branch of US history but integral to its core. Jim always insisted in his lectures and classes and on his many TV appearances and public engagements that “American history is African American history.” 

Perceptions of Social Support in Doctoral Programs among Minority Students

2000 ◽  
Vol 86 (3) ◽  
pp. 1003-1010 ◽  
Author(s):  
Keith B. Williams
Keyword(s):  
Social Support ◽  
African American ◽  
Native American ◽  
Doctoral Students ◽  
Social Environment ◽  
Graduate School ◽  
Asian American ◽  
Doctoral Programs ◽  
Student Survey ◽  
The Social

This study examined the perceptions of social support reported by 70 African-American, 44 Hispanic, 20 Native-American, and 69 Asian-American doctoral students ( N = 203) concerning their experiences in graduate school. The Doctoral Student Survey was used to measure the levels and types of social support provided. One-way analysis of variance of mean scores indicated that a majority of doctoral students perceived the academic environment on campus and faculty advisers to be strong sources of social support, while perceiving the social environment on campus as unsupportive of their progress. The African-American and Native-American doctoral students perceived the social environment on campus to be less supportive than did the Hispanic and Asian-American doctoral students, and Native-American doctoral students perceived their departments to be less supportive than did the African-American, Hispanic, and Asian-American doctoral students.

Minority and Majority Students' Retrospective Perceptions of Social Support in Doctoral Programs

2002 ◽  
Vol 95 (1) ◽  
pp. 187-196 ◽  
Author(s):  
Keith B. Williams
Keyword(s):  
Social Support ◽  
African American ◽  
Native American ◽  
Doctoral Students ◽  
Asian American ◽  
Academic Environment ◽  
Student Survey ◽  
Faculty Advisors ◽  
Majority Students ◽  
Negative Perceptions

This study examined the perceptions of amount and types of social support reported by minority and majority doctoral students during graduate school. Analysis of responses from 803 White, 292 African-American, 179 Asian-American, 151 Hispanic, and 29 Native American doctoral students ( N = 1,454) using the Doctoral Student Survey showed that most doctoral students across groups were moderately satisfied with their programs and they perceived the academic environment and faculty advisors to be strong sources of social support. White doctoral students reported greater program satisfaction, more positive perceptions of the academic environment, and fewer program problems than African-American doctoral students, while the latter reported more negative perceptions of the social environment than the other group.

A case study of an African American Teacher's self-efficacy, stereotype threat, and persistence

2003 ◽  
Vol 19 (2) ◽  
pp. 263-276 ◽  
Author(s):  
H.Richard Milner ◽  
Anita Woolfolk Hoy
Keyword(s):  
African American ◽  
Stereotype Threat ◽  
Self Efficacy

On Interpreting Stereotype Threat as Accounting for African American-White Differences on Cognitive Tests.

2004 ◽  
Vol 59 (1) ◽  
pp. 7-13 ◽  
Author(s):  
Paul R. Sackett ◽  
Chaitra M. Hardison ◽  
Michael J. Cullen
Keyword(s):  
African American ◽  
Stereotype Threat ◽  
Cognitive Tests
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