Abstracts Category : Other

The Struggle Is Real: Black Doctoral Students' Perceptions Aspiring to the Professoriate

by Sharron Scott

Educational Leadership Ed.D. 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 studys 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. Temple University ThesesAdvisors/Committee Members: Davis, James Earl;, Schifter, Catherine, Jordan, Will J., Hall, John;.