Sankofa reexamines doctoral education through the lens of African American and Black experiences. Drawing on the African diasporic legacy of Sankofa and the notion that ‘it is not wrong to go back for that which you have forgotten, ‘ the contributors ‘go back’ to address legacies of exclusion in higher education and take care to center and honor the contributions of historically marginalized doctoral students. Whereas earlier studies focused largely on socialization, departmental norms, and statistical portraits of doctoral degree attachment, this book illuminates the ways African American students encounter, navigate, and make sense of their doctoral experiences and especially the impact of race and culture on those experiences. Individual chapters look at STEM programs, the intersections of race and gender, the role of HBCUs, and students’ relationships with faculty and advisors. Amid growing diversity across programs and institutions,
Sankofa provides a critical model for applying culturally based frameworks in educational research, as well as practical strategies for better understanding and responding to the needs of students of color in predominantly White contexts.
Tabla de materias
List of Tables
Acknowledgments
Editors’ Introduction
Pamela Felder Small, Marco J. Barker, and Marybeth Gasman
1. Understanding Race, Culture, and the Doctorate
Pamela Felder Small
2. Programmatic Efforts and the Black Doctoral Experience in Education: A Literature Review
Pamela Felder Small, Girvin Liggans, Fanuel Chirombo, and Sydney Freeman Jr.
3. Resistance Narratives: Counterstories of Two Black Women Doctoral Students
Delma Ramos and Varaxy Yi
4. Demystifying the Monolithic Black Male Mystique: Advancing a Research Agenda on Black Men in Engineering Graduate Programs
Brian A. Burt
5. Being One of Few: Examining Black Biomedical Ph Ds’ Training Experiences and Career Development through a Campus Racial Climate Lens
Kimberly A. Griffin, Kenneth D. Gibbs Jr., and Shelvia English
6. From Firm Foundations to Where?: Understanding the Role of HBCUs in African American Ph D Student Commitment
Pamela Felder Small and Carmen Mc Callum
7. Rethinking Engagement: Examining the Role of Faculty–Student Interactions and Black Doctoral Student Success at HBCUs
Tiffany Fountaine Boykin
8. Double Consciousness: Exploring Black and Doctoral Student Identity within Cross-Race Advising Relationships
Marco J. Barker and C. Ellen Washington
Conclusion
Pamela Felder Small and Marco J. Barker
Contributors
Index
Sobre el autor
Pamela Felder Small is an Independent Scholar, Consultant and Founder of #Black Doctorates Matter.
Marco J. Barker is Vice Chancellor for Diversity and Inclusion and Associate Professor of Practice in Educational Administration at the University of Nebraska–Lincoln.
Marybeth Gasman is Samuel De Witt Proctor Endowed Chair in Education and Distinguished Professor at Rutgers University–New Brunswick.
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