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.

Identity Development for Black Adolescents in Predominately White Rural Communities

2009 ◽  
Vol 4 (1) ◽  
Author(s):  
Deborah L. McGriff
Keyword(s):  
African American ◽  
Rural Communities ◽  
Critical Race Theory ◽  
Identity Development ◽  
Black Adolescents ◽  
African American Adolescents ◽  
Future Research ◽  
Predominately White ◽  
Rural Settings ◽  
American Students

Research on identity development of African American adolescents in predominantly White rural settings is virtually nonexistent. This article examines current literature on the developmental tasks of adolescents and issues of ethnic congruence for African American students in predominately White rural communities. In addition, it calls for critical conversations on this overlooked population. Recommendations for future research using Critical Race Theory is presented.

WOKE

2021 ◽  
pp. 19-40
Author(s):  
Mariama Cook Sandifer ◽  
Eva M. Gibson ◽  
Sarah N. Brant-Rajahn
Keyword(s):  
African American ◽  
Critical Race Theory ◽  
School Counselors ◽  
African American Students ◽  
Culturally Responsive ◽  
Underrepresented Students ◽  
Social Justice Advocacy ◽  
American Students ◽  
Current Impact ◽  
Contemporary Context

Social justice advocacy is a term commonly utilized to describe action steps initiated to remove obstacles to success for underrepresented students. This chapter challenges school counselors and educators to adopt a “Woke” perspective (which integrates action and awareness) on behalf of African American students. Furthermore, these professionals should be equipped with culturally responsive tools to support African American students and engage in systemic advocacy on their behalf. Drawing from Critical Race Theory, this chapter will examine the historical and contemporary context of discriminatory practices, as well as the current impact on African American students. This chapter will also address specific strategies to inform professional practice and advocacy work, as well as implications for training programs.

Issues in Total Productive Maintenance (TPM) Implementation: Justification of Employing Case Study Methodology

2014 ◽  
Vol 660 ◽  
pp. 988-994
Author(s):  
Adnan Hj. Bakri ◽  
Abdul Rahman Abdul Rahim ◽  
Mohd Yusof Noordin ◽  
Widya Kartini Mohd. Razali ◽  
Mohd.Tohid Mohd Zul-Waqar ◽  
...  
Keyword(s):  
Research Design ◽  
Future Research ◽  
Total Productive Maintenance ◽  
Case Study Methodology ◽  
The Future ◽  
Study Methodology ◽  
The Common

This paper aims to review the common research design employed to investigate the various issues in TPM implementation. Concurrently, it is also aimed to analyze the contribution from Malaysian –based researchers towards increasing the literature of TPM. Attempt was made to discuss the available literature related to TPM published from year 1992 until 2012. The outcomes from this review would serve as useful guideline for the future research in TPM particularly for Malaysian researcher.

scholarly journals Investigando colaborativamente en el doctorado: Bondades y desafíos a partir de un estudio de caso

2021 ◽  
Vol 29 ◽  
pp. 58
Author(s):  
Irene López Secanell ◽  
Georgina Llobet Bernaus ◽  
Quim Bonastra Tolós ◽  
Glòria Jové Monclús
Keyword(s):  
Lived Experience ◽  
Doctoral Students ◽  
Qualitative Case Study ◽  
Doctoral Degree ◽  
Legal Framework ◽  
Collective Knowledge ◽  
Case Study Methodology ◽  
Study Methodology ◽  
Autobiographical Accounts

This article proposes to show the benefits and challenges of collaboration in research processes. We start from the account of the experience of two directors and two doctoral students to problematize the academic regulations for which doctoral theses in traditional modalities be signed individually. A qualitative case study methodology is used to analyze the autobiographical accounts and the field diaries of the doctoral students, as well as the fragments of the field diaries of the two thesis supervisors. The results show first-hand narrated experiences about both the meaning and lived experience of developing two collaborative theses. The researchers detected four benefits, which at the same time are challenges, that emerge from the fact of working in a collaborative way and narrating together. First, we find the ability to transcend individuality and create collective knowledge. This finding leads to the second, related to the need to create an atmosphere of trust, and the third, the creation and use of the same language; which relate to the fourth, goodness and the challenge of treating the information collaboratively. Given the importance of developing research where collaboration is increasingly common, this experience concludes the need to highlight inconsistencies between the legal framework regarding doctoral theses and the acquisition of a doctoral degree and the needs involved with current collaborative investigations.

scholarly journals A Theoretical Perspective on How Doctoral Supervisors Develop Supervision Skills

10.28945/4446 ◽  
2019 ◽  
Vol 14 ◽  
pp. 721-739
Author(s):  
Katherine Fulgence Swai
Keyword(s):  
Doctoral Students ◽  
Doctoral Education ◽  
Future Research ◽  
Research Approach ◽  
Supporting Evidence ◽  
Ongoing Research ◽  
Knowledge And Skills ◽  
Contemporary World ◽  
Supervision Process ◽  
Doctoral Supervision

Aim/Purpose: The paper establishes how doctoral supervisors develop the supervision skills needed to handle the doctoral supervision process in the contemporary world. Background: While the existing literature confirms that PhD holders can supervise doctoral students, there is a need to provide supporting evidence that the skills they possess qualify them to do this. Methodology: Using the qualitative research approach, the study established the knowledge and skills that are needed to supervise doctoral students in the contemporary world. Through thematic analysis of 82 scholarly publications, the study established, in order of preference, five mechanisms through which doctoral supervisors develop supervision skills, i.e. the supervision process, doctoral education, institutional guidelines, institutional training courses and individualized learning. Contribution: The study contributes to the ongoing research on the supervision of doctoral studies in the 21st century. Findings: Findings show that a well-structured doctoral education, including the related processes, imparts the knowledge and skills needed for doctoral supervision. Likewise, a combination of the mechanisms and an individual’s commitment, in terms of time and engagement, develop the skills that are relevant for doctoral supervision. Recommendations for Practitioners: Higher Education Institutions need to make supervisors aware of the potential of these mechanisms for developing the skills necessary for doctoral supervision and encourage them to use them Recommendation for Researchers: Further research on the development of doctoral supervision skills should broadly consider the role of different programmes in developing doctoral supervision skills in different contexts. Impact on Society: The study has implications for doctoral supervisors and universities as regards the need to ensure that both mechanisms are instituted to enable doctoral supervisors to develop doctoral supervision skills. Future Research: Since the study was done theoretically, it might be important to conduct further research using mixed-methods research with a phenomenological design to establish the skills possessed by doctoral supervisors and the mechanism they used to develop the supervision skills in any context.

scholarly journals Re-envisioning Doctoral Mentorship in the United States: A Power-Conscious Review of the Literature

10.28945/4735 ◽  
2021 ◽  
Vol 16 ◽  
pp. 237-252
Author(s):  
Genia M. Bettencourt ◽  
Rachel E. Friedensen ◽  
Megan L Bartlett
Keyword(s):  
United States ◽  
Doctoral Students ◽  
Doctoral Education ◽  
The United States ◽  
Future Research ◽  
Power Dynamics ◽  
Research Findings ◽  
Direct Applicability ◽  
Important Form ◽  
The U.S

Aim/Purpose: Multiple barriers exist within doctoral education in the United States that can undermine the success of students, particularly for students with marginalized identities. While mentorship can provide an important form of support, it must be done in an intentional way that is mindful of issues of equity and power. Background: By applying a power-conscious framework to current practices of doctoral mentorship in the U.S., we propose key considerations to help support doctoral students and shift power imbalances. Methodology: As a scholarly paper, this work draws upon a comprehensive review of existing research on doctoral mentorship in the U.S. Contribution: As a relatively recent development, the power-conscious framework provides an important tool to address issues of inequity that has not yet been applied to doctoral mentorship to our knowledge. Such a framework provides clear implications for mentorship relationships, institutional policies, and future research. Findings: The power-conscious framework has direct applicability to and possibility for reshaping doctoral mentorship in the U.S. as well as elsewhere. Each of the six foci of the framework can be integrated with research on doctoral students to help formal and informal mentors enhance their practice. Recommendations for Practitioners: Throughout our analysis, we pose questions for mentors to consider in order to reflect upon their practice and engage in further exploration. Recommendation for Researchers: Research on doctoral mentorship should explicitly engage with broader dynamics of power, particularly as related to understanding the experiences of marginalized student populations. Impact on Society: The demanding nature of and precarity within U.S. doctoral education leads to high rates of departure and burnout amongst students. By re-envisioning mentorship, we hope to begin a broader re-imagining of doctoral education to be more equitable and supportive of students. Future Research: To examine these claims, future research should explore doctoral student mentorship relationships and how power dynamics are contained therein both within the U.S. and in international contexts.

scholarly journals Facilitating a Mentoring Programme for Doctoral Students: Insights from Evidence-Based Practice

10.28945/4594 ◽  
2020 ◽  
Vol 15 ◽  
pp. 415-431
Author(s):  
Joanna Szen-Ziemianska
Keyword(s):  
Doctoral Students ◽  
Evidence Based Practice ◽  
Meaning Making ◽  
Evaluation Studies ◽  
Economic Benefits ◽  
Future Research ◽  
Evidence Based ◽  
Psychosocial Needs ◽  
Case Study Methodology ◽  
Method Approach

Aim/Purpose: One approach to helping doctoral students deal with the many challenges they face is the provision of a structured mentoring programme to complement the more traditional doctoral curriculum and supervisor relationship. This paper reports a mentoring programme containing such activities as individual consultations and peer-mentoring workshops, introduced at one of the non-public universities in Poland and discusses the development of a model of support. In developing the model, two evaluation studies were conducted seeking to discover how participants perceived the mentoring programme, what needs the mentoring programme addressed, and what benefits it provided for doctoral students. Background: With reference to a new paradigm proposed by Kram and Higgins, mentoring emerges in the context of many developmental networks, where the more junior mentors and peer-mentors together discover new roles involved in doctoral education. Methodology: Case study methodology is utilized to gather perceptions of a doctoral mentoring programme. The conceptual framework for a two-part programme is presented and the results of two evaluation studies conducted on-line using a mix-method approach are reported. In total, 42 doctoral students participated in the studies, representing social sciences and the humanities disciplines. Contribution: This paper discusses a novel doctoral mentoring programme which finds its basis in evidence-based practice. This research goes beyond previous studies by undertaking an analysis of doctoral students’ needs, then considering relationships between those needs and structuring a programme to meet them. Findings: Findings showed three main areas of need for doctoral students: the need for social interaction at university; the need for structure in the doctoral journey, and the need for psychological support. Participants distinguished two perspectives that influenced the assessment of programme activities: (a) the meaningfulness of the mentoring programme to the individual; (b) the mentor’s attitude including the general atmosphere of collegiality during meetings. Results presented are supported by a proposed intervention model. Recommendations for Practitioners: The model presented may inspire other universities to implement similar approaches for supporting their own doctoral students. Researcher enablers are also offered as strategies relating to workshop topics, meeting schedules, and programme organization. The main recommendation for practitioners is to be sensitive to the psychosocial needs of students. Recommendation for Researchers: Researchers interested in doctoral students’ needs and ways of supporting them can utilize the proposed model for strategically planning such support. It is recommended that further research into the area of mentoring doctoral students makes use of the mixed-method approach. Such an approach takes cognizance of phenomenological exigencies as they pertain to individual meaning-making. Impact on Society: Supporting the effectiveness of doctoral students is significant as failure comes at great professional and personal cost to the doctoral student. There are also potential costs in terms of faculty disillusionment and impacts on university reputation. Economic benefits to the nation may also be forfeited when doctoral students fail to graduate. Future Research: It would be valuable to corroborate the model presented and extend it through the development of a mentoring support scale which identifies more linearly specific doctoral students’ needs. Longitudinal studies are also required to verify long-term effects of the programme.

Beyond the G.P.A.

2012 ◽  
Vol 5 (2) ◽  
pp. 225-250 ◽  
Author(s):  
Ifeoma A. Amah
Keyword(s):  
African American ◽  
Critical Race Theory ◽  
College Transition ◽  
Transition Process ◽  
Race Theory ◽  
High Performing ◽  
Counter Narratives ◽  
American Students ◽  
High School To College ◽  
Personal Challenges

Through a Critical Race Theory (CRT) framework, this article explores the experiences of students who are most typically overlooked within the college access discourse—those individuals who are considered “non-high performing” and/or “non-college bound.” Employing data from a longitudinal qualitative study, counter-narratives are used to highlight how Raheem and Brianna, two non-high performing African American students, experience the high school-to-college transition process. Over the course of three years, they reveal a combination of personal challenges, institutional shortcomings, and other trials that influence how they finally come to navigate their experiences within school, as well as their decisions about and actions towards achieving their postsecondary goals. Their narratives, while unique in their own right, highlight many aspects and obstacles that are all too common amongst this population of students; however, they also highlight an often more forgotten story—that is, the complexities of how these students attempt to find ways in which to handle their circumstances and proceed towards their future.

Career Development of Black-Immigrant College Students

2021 ◽  
pp. 79-100
Author(s):  
Grace W. Wambu ◽  
Jonique Childs
Keyword(s):  
College Students ◽  
African American ◽  
Career Development ◽  
Black Students ◽  
Career Choice ◽  
Immigrant Students ◽  
Theoretical Perspective ◽  
Future Research ◽  
Black Immigrant ◽  
American Students

The career development of Black immigrant college students has been understudied. More often studies have focused on immigrants of the Latino/a and Asian backgrounds. The few studies that have focused on Black students do not distinguish between those of immigrant origin, rather Black immigrant students are lumped together with the native born African American students, negating their unique experiences. In this chapter, the authors present a theoretical perspective of understanding career development, factors that influence career choice and development, challenges in career development, as well as interventions appropriate with this population. Research has revealed major gaps in the understanding of Black immigrant students' college experience and career development. Consequently, future research suggestions have been provided.

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