Sharing the Stories of Racism in Doctoral Education: The Anti-Racism Project

Davis, Ashley; Livingstone, Allyson

doi:10.1080/08841233.2016.1147521

Cited by 23 publications

(28 citation statements)

References 33 publications

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“…In addition to limited if not negative interactions with faculty advisors and mentors, minoritized graduate students may feel unwelcome, isolated or targeted in their department based on their socially constructed identities (Burt et al, 2018;Ellis, 2001;Gildersleeve et al, 2011;Davis and Livingstone, 2016;Johnson-Bailey et al, 2009;Truong et al, 2016). Some participants in Burt et al's (2018) study felt isolated as one of few Black men in their department; these feelings were exacerbated when peers excluded them from study groups.…”

Section: Minoritized Graduate Student Experiencesmentioning

confidence: 99%

“…Yet, racially minoritized students and women have less access to quality faculty mentoring and advising than peers who are white and/or who are men (Noy and Ray, 2012;Patton, 2009;Turner and Thompson, 1993). Moreover, racially minoritized students and women frequently encounter hostile departmental climates where they receive messages that they are less capable than their peers (Davis and Livingstone, 2016;Felder et al, 2014;Gildersleeve et al, 2011;Griffin et al, 2012;Johnson-Bailey et al, 2009). As Gildersleeve et al (2011) noted, the cumulative impact of being immersed in hostile and dehumanizing environments can lead minoritized individuals to ask themselves, "Am I going crazy?"…”

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confidence: 99%

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Graduate students’ agency and resistance after oppressive experiences

Perez

Harris

Robbins

et al. 2019

SGPE

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Purpose The purpose of this study was to explore how graduate students demonstrated agency after having oppressive or invalidating experiences based on their socially constructed identities during graduate school and the effects of leveraging agency. Design/methodology/approach This study used critical constructivist qualitative methods (i.e. interviews and visual methods) to explore how 44 graduate students across an array of disciplines and fields at two public research institutions in the USA demonstrated agency after having oppressive or invalidating experiences targeting one or more of their socially constructed identities. Findings In response to oppressive or invalidating experiences related to their socially constructed identity, participants engaged in self-advocacy, sought/created support via community, conserved their psychological and emotional energy and constructed space for identity-conscious scholarship and practice. Although participants leveraged their agency, the strategies they used were often geared toward surviving environments that were not designed to affirm their identities or support their success. Research limitations/implications This study highlights the need for additional research to complicate educators’ understandings of how graduate students respond to oppressive or invalidating experiences and the nature of bi-directional socialization processes. Practical implications The findings of this study reinforce the need to foster equitable and inclusive graduate education experiences where students may use their agency to thrive rather than to survive. Originality/value Few studies examine graduate students’ agency during their socialization to their disciplines and fields. This study adds complexity to researchers’ understandings of bi-directional socialization processes in the context of graduate education.

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Section: Minoritized Graduate Student Experiencesmentioning

confidence: 99%

mentioning

confidence: 99%

Graduate students’ agency and resistance after oppressive experiences

Perez

Harris

Robbins

et al. 2019

SGPE

View full text Add to dashboard Cite

show abstract

“…Addressing this tenet would mean placing value on the voices and stories of students and their experiences. This includes the negative experiences that may arise from their participation in the program as a whole or within the practicum placement (Davis & Livingstone, 2016). Ongoing assessment of the implicit curriculum must take place using a CRT lens to capture these stories better and determine the appropriate corrective actions needed to alleviate oppressive practices.…”

Section: Discussionmentioning

confidence: 99%

“…Often, Black students feel isolated because they cannot identify with the agency and are placed in roles that highlight the agency's ideas of "diversity." Understanding how differential racialization impacts Black students would allow for increased storytelling and possible counter-narratives (Davis & Livingstone, 2016).…”

Section: Discussionmentioning

confidence: 99%

The Cost of Being Black in Social Work Practicum

Johnson

Archibald

Estreet

et al. 2021

ASW

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The social work profession is not exempt from fueling institutional racism, which affects the provision of social work practicum education for Black social work students. This article highlights how the historical and current social cost of being Black in the United States presents itself within social work education’s signature pedagogy. Social workers who hold bachelor’s degrees in social work (BSW) are more likely to be Black than those holding master’s degrees in social work (MSW; Salsberg et al., 2017). It takes Black students longer to earn an MSW degree though they are more likely to hold a BSW while also having work experience related to the social work profession; this is indicative of a flawed system. The implications of this are explored by highlighting social work’s historical context and the role privilege holds within a profession charged with working towards social justice. Critical Race Theory (CRT) is utilized to unearth how the current state of social work practicum upholds a culture of white supremacy through covertly racist requirements and practices. Case examples are utilized to demonstrate the challenges Black students face as social work practicum mimics oppressive practices and perpetuates disparities in the social work landscape. Additionally, this article explores oppression’s role in treating vulnerable social work students and how that treatment is reflected in the workforce, ultimately informing service delivery.

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“…Concerns about race follow students of color as they gain entry and make their way through social work doctoral programs in the United States. Creecy et al (1979) and Davis and Livingstone (2016) indicate that racism is a major concern for ethnoracial-group students as they pursue their doctorates, and that it negatively affects their educational experiences. Yet Davis and Livingstone also indicate that these experiences allow these students to develop skills in areas such as antiracist pedagogy.…”

Section: Discussionmentioning

confidence: 99%

Investigating Diversity in Social Work Doctoral Education in the United States

Chin¹,

Hawkins²,

Krings³

et al. 2018

Journal of Social Work Education

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Despite its emphasis on social justice, social work in the United States has not always attended to issues of diversity in doctoral education. This article examines the state of the discipline's research on traditionally underrepresented students in U.S. doctoral social work programs. An analysis of relevant peer-reviewed articles from social work journals revealed that this research has focused on demographic trends, degree motivation, student barriers, existing supports, and career navigation. Diversity in U.S. doctoral social work education is vastly understudied with the majority of scholarship focusing on ethnoracial difference. The limitations of this study are discussed, and future research directions are proposed including the need to examine various kinds of social differences and a wider range of support initiatives.

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Sharing the Stories of Racism in Doctoral Education: The Anti-Racism Project

Cited by 23 publications

References 33 publications

Graduate students’ agency and resistance after oppressive experiences

Graduate students’ agency and resistance after oppressive experiences

The Cost of Being Black in Social Work Practicum

Investigating Diversity in Social Work Doctoral Education in the United States

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