Extending Bell’s Concept of Interest Convergence: A Framework for Understanding the African American Doctoral Student Experience

Felder, Pamela; Barker, Marco J.

doi:10.28945/1754

Cited by 49 publications

(26 citation statements)

References 43 publications

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“…Morehouse and Dawkins (2006) highlight the importance of specific doctoral fellowship programs that support doctoral students in each phase of training through academic, social, financial, and motivational support directed towards increasing the number of Black doctorates. Same-race connections are important in providing better mentoring support and socializing experiences among Black doctoral students (Barker, 2011;Felder, 2010;Felder & Barker, 2013;Felder et al 2014).…”

Section: Discussionmentioning

confidence: 99%

The Impostor Phenomenon Among Black Doctoral and Postdoctoral Scholars in STEM

Chakraverty¹

2020

IJDS

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Aim/Purpose: This study examined experiences related to the impostor phenomenon among Black doctoral and postdoctoral scholars in science, technology, engineering, and mathematics (STEM). Background: Research on the impostor phenomenon is usually focused on undergraduates, especially for Blacks, with sparse research on Black doctoral and postdoctoral scholars. This phenomenon was originally investigated among Whites. Due to fewer studies on Blacks, culturally-relevant understanding of the impostor phenomenon is limited. Methodology: This study used surveys and interviews (convergent mixed-methods) to examine the impostor phenomenon among U.S.-based doctoral and postdoctoral scholars (together referred to as “trainees”) in STEM. Participants took a survey (that used the Clance Impostor Phenomenon Scale or CIPS to individually compute impostor phenomenon scores) and a one-on-one, semi-structured interview. Survey (with CIPS scores) and interview data were converged from the same participants, who were recruited from a national conference focused on minorities in STEM (convenience sampling). Using constant comparative method and analytic induction, interview-data were categorized into themes. Contribution: Findings documented race-based impostor-experiences, possibly culturally relevant to other groups of underrepresented minorities (URMs). Findings have implications for research, policy, and practice. These include future initiatives to broaden participation in STEM careers among the underrepresented groups, support those who might experience this phenomenon and transition challenges in academia, and create greater awareness of the challenges trainees face based on their background and life experiences. Findings: Surveys indicated moderate to intense impostor phenomenon among 15 participants at the time data were collected. Interviews with the same participants found six themes linked to the impostor phenomenon: 1) Being the only-one, 2) Lack of belonging, 3) Stereotyping, micro-aggression and judgment, 4) External appearances, 5) Feeling like the “diversity enhancers,” and 6) Complications of intersecting identities. Recommendations for Practitioners: Practitioners should consider the tensions and complications of Black identity and how it ties to training experiences in STEM as well as how race-based impostor phenomenon could shape an individual’s interaction with faculty, mentors, and peers. This knowledge could be helpful in designing professional development programs for Blacks. Recommendation for Researchers: Study findings could have research implications on the way doctoral and postdoctoral training is reimagined to be more inclusive and welcoming of diversity across multiple axes of gender, race/ethnicity, class, first-generation status, ability, sexual orientation, and country of origin, among others. Impact on Society: Black trainees could be vulnerable to leaving STEM fields due to their underrepresentation, lack of critical mass, racial discrimination, and other unpleasant experiences. Conversations around training, development, and means to address psychological distress could focus on culturally-relevant experiences of the impostor phenomenon. Future Research: Future research could look at the experiences of other underrepresented groups in STEM such as Native Americans and Hispanics as well as among faculty of color and individuals from other fields beyond STEM.

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Section: Discussionmentioning

confidence: 99%

The Impostor Phenomenon Among Black Doctoral and Postdoctoral Scholars in STEM

Chakraverty¹

2020

IJDS

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“…Lewis et al (2004) report, "research studies conducted in the area focus on students in a variety of disciplines utilizing survey-type research, generally examining issues like enrollment patterns, factors related to persistence, faculty support, and a variety of other variables associated with academic achievement" (p. 232). There is an emerging body of research on Black doctoral students on topics ranging from socialization to the psychology of doctoral education (Blum, 2010;Felder et al, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

Racial Realities: Exploring the Experiences of Black Male Doctoral Candidates in “All But Dissertation” Status

Scott

Johnson

2021

IJDS

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Aim/Purpose: This qualitative study investigated the educational experiences of Black male doctoral students that contributed to prolonged “All But Dissertation” (ABD) status. Background: Explorations of the enrollment and persistent patterns among Black/African American students has shed light on the disparate rates of graduate school completion. While previous scholarship has focused on Black men in doctoral programs, there has been less focus on the experiences of Black male doctoral students who, after successfully completing coursework, comprehensive examinations, and a dissertation proposal hearing, find themselves mired in “All But Dissertation” (ABD) status. The purpose of this research was to explore the intersections of race and gender in the educational experiences of Black male doctoral students that contribute to delayed terminal degree completion. Methodology: Utilizing Self-Efficacy Theory and Critical Race Theory, this phenomenological investigation examines the racialized experiences of three Black male doctoral candidates enrolled in diverse graduate programs. Semi-structured interviews were conducted to identify how race and gender intersects with faculty advising, mentoring, student behaviors, and the ways faculty members support or impede doctoral student progression during the dissertation phase. Contribution: This study contributes to research in three critical ways: (1) it expands our understanding of the experiences of doctoral students specifically between completing coursework and defending a dissertation; (2) it illustrates the types of racialized encounters experienced during graduate study that contribute to prolonged ABD status and program attrition; and (3) it offers strategies for campus administrators and faculty to consider to extend structures of support to promote degree attainment among Black male doctoral students. Findings: This study’s findings indicate that racialized dynamics during doctoral education create environments that negatively impact doctoral student self-esteem and diminish motivation to complete doctoral studies. Through the narratives of Rico, Jeremy, and Kevin, three core themes emerged that illustrate the salience of race in the doctoral program experiences of Black males: (1) Underrepresented & Undervalued, (2) Challenging Transitions, and (3) Gendered Racism. First, each participant attended doctoral programs at predominantly White institutions, and all shared the commonality of being the only or one of a few Black male doctoral students in their program. Being underrepresented in the program led to challenges finding faculty members who valued their burgeoning research interests and were willing to support them through the dissertation process. Additionally, participants described challenging transitions at each stage of their doctoral program, which ultimately contributed to extending their time as students. Not only did they describe having different levels of preparedness to begin doctoral study, limited feedback from faculty through coursework and on dissertation proposal drafts prolonging their time as doctoral candidates. Finally, participants described their experiences navigating gendered racism, or racism that was attributed to their identity as Black men. Exasperated by their underrepresentation in the academy, participants talked about being surveilled on campus, having their intellect questioned, and the struggles associated with getting approval for their research. Recommendations for Practitioners: The experiences highlighted by participants offer insights into the institutional policies and procedures that can be implemented to support Black men. Specifically, findings speak to the importance of diversity. Campuses should work to ensure there is structural diversity within programs, and that faculty can guide students through a diverse array of research interests and topics as well. Faculty should offer clear and consistent feedback on student writing at all stages of graduate education to better prepare students for the transition to writing a dissertation independently. Finally, as racism is endemic to education, administration should promote spaces where students of color can talk about their racially charged experiences navigating the academy. Recommendation for Researchers: This work would benefit from additional research exploring the experiences of doctoral candidates across diverse institutional contexts. This includes intentional exploration of experiences of students enrolled in online doctoral programs, executive doctoral programs, and other types of programs that have emerged.

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“…The doctorate represents this vitality at some of the highest levels of our society. In the field of education, this vitality is demonstrated in seminal transformative research on race and culture including a focus on critical race theory and interest convergence (Felder & Barker, 2013;Gildersleeve et al, 2011;Harper, Patton, Wooden, 2009;Ladson-Billings, 1995;Milner, 2007). An underlying goal of this seminal research is to present pedagogical strategies to improve educational opportunities for historically marginalized populations.…”

Section: Structural Diversitymentioning

confidence: 99%

“…When considering policy research suggestions focused on the academic advisement of historically marginalized doctoral students in the United States and South Africa, two important issues should be considered: how to advise students regarding non-academic career pathways and preparation for future faculty roles. In terms of advising Black/African doctoral students about non-academic career pathways, strategies must be multifaceted to advise students about opportunities (Barker, 2012;Felder & Barker, 2013).…”

Section: Faculty Advisement and Supervisionmentioning

confidence: 99%

“…Smith, Altbach, & Lomotey, 2002). This research has led to the application of cultural frameworks that interrogate the influence of systemic exclusion within institutional environments to examine racial and cultural aspects of student experience (Antony, 2002;Barker 2012;Ellis 2001;Felder 2010;Felder & Barker, 2013;Gildersleeve, Croom;& Vasquez, 2011). An underlying goal of this work is to identify perspectives addressing barriers to academic success to increase degree completion and transition into the professoriate and other career pathways.…”

Section: Introductionmentioning

confidence: 99%

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The Philosophical Approach of Sankofa: Perspectives on Historically Marginalized Doctoral Students in the United States and South Africa

Felder

2019

IJDS

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Aim/Purpose: This work contributes to the expansion of dialogue on doctoral education research in the United States, South Africa, and within the context of higher education internationalization. There is an emphasis on identifying and reinterpreting the doctoral process where racial and cultural aspects have been marginalized by way of institutional and systemic exclusion. An underlying premise is to support representation of marginalized doctoral student experiences to raise questions about participation and contributions within the dialogue on doctoral education research and practice. Background: Decades of reporting provide evidence of statistical portraits on degree at-tainment. Yet, some large-scale reporting does not include representation of historically marginalized doctoral students until the 1970s in the United States, and the 2000s for South Africa. With the growth of internationalization in higher education, examination of the impact of marginalization serves to support representation of diversity-focused discussions in the development of regional international education organizations, multilateral networks, and cross-collaborative teaching and research projects. Methodology: The philosophical approach for this conceptual paper embraces the Sankofa tradition as a process of going back to previous trends in literature on doctoral degree completion to identify opportunities for interrogation and reinterpretation of the doctoral experience. A dimensional framework of diversity and critical race theory, CRT, guides interpretation of racial and cultural perspectives focused on exclusion, structural diversity, and the psychological/behavioral experiences related to doctoral degree completion in the United States and South Africa. A purposeful sampling strategy is used to identify of literature sources where these dimensions are identified. Contribution: A major contribution of this work is the use of a dimensional diversity framework in doctoral education in both the US and South Africa. Findings: Interpretation of previous studies reveal critical insight for understanding the racial and cultural aspects of the doctoral process through comparison of perspectives on the historically marginalized doctoral experience in the United States and South Africa. They include consideration of the social developments leading to the current predicament of marginalization for students, awareness of the different reporting strategies of data, implementation of cultural philosophies to broaden the focus on how to understand student experiences, and an understanding of the differences in student-faculty relationships. Recommendations for Practitioners: Recommendations for practitioners highlight the application of cultural approaches in the development and implementation of practical strategies for supporting historically marginalized doctoral students. Recommendations for Researchers: Recommendations for researchers consider the application of cultural ap-proaches in the development of scholarship supporting historically marginal-ized doctoral students within a global context. Impact on Society: Intended outcomes for this work include increasing awareness about historically marginalized doctoral students. Recommendations are focused on improving their academic and career experiences in the United States and South Africa with global implications regarding their contributions. Future Research: Future research should consider the application of cultural philosophical ap-proaches when examining the historically marginalized doctoral experience within global, national, and local contexts.

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Extending Bell’s Concept of Interest Convergence: A Framework for Understanding the African American Doctoral Student Experience

Cited by 49 publications

References 43 publications

The Impostor Phenomenon Among Black Doctoral and Postdoctoral Scholars in STEM

The Impostor Phenomenon Among Black Doctoral and Postdoctoral Scholars in STEM

Racial Realities: Exploring the Experiences of Black Male Doctoral Candidates in “All But Dissertation” Status

The Philosophical Approach of Sankofa: Perspectives on Historically Marginalized Doctoral Students in the United States and South Africa

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