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

10.28945/4701 ◽  
2021 ◽  
Vol 16 ◽  
pp. 171-187
Author(s):  
Dr. Sharron Scott ◽  
Jennifer M Johnson
Keyword(s):  
Doctoral Students ◽  
Black Men ◽  
Black Male ◽  
Doctoral Programs ◽  
Doctoral Program ◽  
Faculty Members ◽  
Race And Gender ◽  
All But Dissertation ◽  
And Gender ◽  
Doctoral Candidates

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.

scholarly journals Perceptions of Doctoral Students: Satisfaction, Difficulties, Gained Skills and Performance in Publishing in Academic Journals

2021 ◽  
Author(s):  
Veysel Bozkurt ◽  
Elvan Yalçınkaya ◽  
Abdullah Karataş ◽  
Mustafa Talas ◽  
Arzu Şahin
Keyword(s):  
Doctoral Students ◽  
Doctoral Programs ◽  
Doctoral Program ◽  
Principal Component ◽  
Binary Logistic Regression ◽  
Faculty Members ◽  
Academic Journals ◽  
Important Indicator ◽  
Predictive Variables ◽  
And Performance

The aim of this study was to examine the perceptions of doctoral students about the content of doctoral programs, faculty and doctoral field. It was also aimed at determining the indicators that affect doctoral students' performance in getting published in academic journals. For this purpose, 1367 doctoral students from 15 different universities were administered a "Doctoral Education Evaluation Survey" face-to-face and online. Principal component analysis revealed 4 factors. The majority of doctoral students at the course stage are satisfied with the content of the doctoral program, the faculty members and the doctoral field. As the students' awareness increases over time, their complaints increase. The dissatisfaction of doctoral students reaches the highest level, at the proficiency stage. Furthermore, from the second year on, there is a decline in the satisfaction of doctoral students with the content of the doctoral programs, with the faculty members and the opportunities offered by the doctoral field, to a statistically significant extent. Especially those working in the social sciences complain that research methods are not taught enough. Binary logistic regression was applied to determine the indicators affecting the publication performance of the doctoral students in academic journals. The participation of doctoral students in international academic symposiums emerged as the most important indicator. The other predictive variables are doctoral students' participation in a project, working as a research assistant at the university, and completion of the course stage. Encouraging the participation of doctoral students in academic congresses with their advisors or their colleagues will contribute to increasing their publication performance.

scholarly journals Intersecting race and gender stereotypes: Implications for group-level attitudes

2017 ◽  
Vol 21 (8) ◽  
pp. 1172-1184 ◽  
Author(s):  
Curtis E. Phills ◽  
Amanda Williams ◽  
Jennifer M. Wolff ◽  
Ashley Smith ◽  
Rachel Arnold ◽  
...  
Keyword(s):  
Black Men ◽  
Gender Stereotypes ◽  
South Asians ◽  
The United States ◽  
Men And Women ◽  
Race And Gender ◽  
The United Kingdom ◽  
Minority Men ◽  
And Gender ◽  
The Relationship

Two studies examined the relationship between explicit stereotyping and prejudice by investigating how stereotyping of minority men and women may be differentially related to prejudice. Based on research and theory related to the intersectional invisibility hypothesis (Purdie-Vaughns & Eibach, 2008), we hypothesized that stereotyping of minority men would be more strongly related to prejudice than stereotyping of minority women. Supporting our hypothesis, in both the United Kingdom (Study 1) and the United States (Study 2), when stereotyping of Black men and women were entered into the same regression model, only stereotyping of Black men predicted prejudice. Results were inconsistent in regard to South Asians and East Asians. Results are discussed in terms of the intersectional invisibility hypothesis (Purdie-Vaughns & Eibach, 2008) and the gendered nature of the relationship between stereotyping and attitudes.

Impoliteness in hip-hop music

2021 ◽  
Author(s):  
Panagiotis Delis
Keyword(s):  
African American ◽  
Black Male ◽  
Hip Hop ◽  
Selection Process ◽  
White Male ◽  
White Female ◽  
Race And Gender ◽  
The Social ◽  
Determining Factors ◽  
And Gender

Abstract The aim of this paper is to examine the functionality of impoliteness strategies as rhetorical devices employed by acclaimed African American and White hip-hop artists. It focuses on the social and artistic function of the key discursive element of hip-hop, namely aggressive language. The data for this paper comprise songs of US African American and White performers retrieved from the November 2017 ‘TOP100 Chart’ for international releases on Spotify.com. A cursory look at the sub-corpora (Black male/ Black female/ White male/ White female artists’ sub-corpus) revealed the prominence of the ‘use taboo words’ impoliteness strategy. The analysis of impoliteness instantiations by considering race and gender as determining factors in the lyrics selection process unveiled that both male groups use impoliteness strategies more frequently than female groups. It is also suggested that Black male and White female singers employ impoliteness to resist oppression, offer a counter-narrative about their own experience and self (re)presentation and reinforce in group solidarity.

Abstract MP050: Race and Gender Group Specific Trends in Length of Stay for Acute Myocardial Infarction: The Atherosclerosis Risk in Communities (ARIC) study, 1987–2008

Circulation ◽  
2012 ◽  
Vol 125 (suppl_10) ◽  
Author(s):  
Laura R Loehr ◽  
Xiaoxi Liu ◽  
C. Baggett ◽  
Cameron Guild ◽  
Erin D Michos ◽  
...  
Keyword(s):  
Black Women ◽  
Length Of Stay ◽  
Black Men ◽  
White Women ◽  
White Men ◽  
Quadratic Term ◽  
Race And Gender ◽  
Insurance Type ◽  
And Gender ◽  
Aric Study

Introduction: Since the 1980’s, length of stay (LOS) for acute MI (AMI) has declined in the US. However, little is known about trends in LOS for non-white racial groups and whether change in LOS is related to insurance type or hospital complications. Methods: We determined 22 year trends in LOS for nonfatal (definite or probable) AMI among black and white residents age 35–74 in 4 US communities (N=396,514 in 2008 population) under surveillance in the ARIC Study. Events were randomly sampled and independently validated using a standardized algorithm. All analyses accounted for sampling scheme. We excluded MI events which started after admission (n=1,677), events within 28 days for the same person (n=3,817), hospital transfers (n=571), and those with LOS=0 or LOS >66 (top 0.5% of distribution, N= 144) leaving 22,258 weighted events for analysis. The average annual change in log LOS was modeled using weighted linear regression with year as a quadratic term. All models adjusted for age and secondary models adjusted for insurance type (Medicare, Medicaid, private, or other), and complications during admission (cardiac arrest, cardiogenic shock, or heart failure). Results: The average age-adjusted LOS from 1987 to 2008 was reduced by 5 days in black men (9.5 to 4.5 days); 4.6 days in white women (9.4 to 4.8 days); 4 days in white men (8.3 to 4.3 days) and 3.6 days in black women (9.0 to 5.4 days). Between 1987 and 2008, the age-adjusted average annual percent change (with 95% CI) in LOS was largest for white men at −4.40 percent per year (−4.91, −3.89) followed by −3.89 percent (−4.52, −3.26) for white women, −3.72 percent (−4.46, −2.89) for black men, and −2.94 percent (−3.92, −1.96) for black women (see Figure). Adjustment for insurance type, and complications did not change the pattern by race and gender. Conclusions: Between 1987 and 2008, LOS for AMI declined significantly and similarly in men and women, blacks and whites. These changes appear independent of differences in insurance type and hospital complications among race-gender groups.

Summer Mentoring Experiences for Students in Online Doctoral Programs

2021 ◽  
pp. 109-131
Author(s):  
Julie Smit ◽  
Elizabeth Jones ◽  
Michael Ladick ◽  
Mellinee Lesley
Keyword(s):  
Doctoral Students ◽  
Academic Writing ◽  
Sense Of Belonging ◽  
Doctoral Programs ◽  
Sense Of Self ◽  
Doctoral Program ◽  
University Faculty ◽  
Student Centered ◽  
Self Worth ◽  
Online Doctoral Programs

University faculty created the Llano Estacado Writers' Alliance (LEWA) in response to improving the quality and rigor of online doctoral programs. The goal for LEWA was to promote meaningful academic writing and transform doctoral students' identities as agentic academic writers. After LEWA's inception, the authors incorporated the perspectives of their alumni and advanced doctoral students to help address students' needs. This chapter documents the four-year journey of forming LEWA and developing new approaches to mentoring online doctoral students. Specifically, the authors recount the evolution from the faculty-led, week-long summer intensives that addressed students' anxieties and uncertainties about the doctoral program to the writing intensives that were more student centered, responsive, and primarily focused on the mores of academic writing. Results demonstrated the benefits of professor-led and peer-led networks in developing students' sense of belonging, sense of accountability to their peers, and a sense of self-worth as capable academic writers.

scholarly journals Visualizing Police Exposure by Race, Gender, and Age in New York City

2019 ◽  
Vol 5 ◽  
pp. 237802311982891 ◽  
Author(s):  
Kalisha Dessources Figures ◽  
Joscha Legewie
Keyword(s):  
New York ◽  
New York City ◽  
Black Men ◽  
York City ◽  
Adult Life ◽  
Men And Women ◽  
Race And Gender ◽  
Gender And Age ◽  
Hispanic Men ◽  
And Gender

This figure depicts the disparities in average police stops in New York City from 2004 to 2012, disaggregated by race, gender, and age. Composed of six bar charts, each graph in the figure provides data for a particular population at the intersection of race and gender, focusing on black, white, and Hispanic men and women. Each graph also has a comparative backdrop of the data on police stops for black males. All graphs take a similar parabolic shape, showing that across each race-gender group, pedestrian stops increase in adolescence and peek in young adulthood, then taper off across the adult life course. However, the heights of these parabolic representations are vastly different. There are clear disparities in police exposure based on race and gender, with black men and women being more likely than their peers to be policed and with black men being policed significantly more than their female counterparts.

scholarly journals Health Implications of Incarceration and Reentry on Returning Citizens: A Qualitative Examination of Black Men’s Experiences in a Northeastern City

2020 ◽  
Vol 14 (4) ◽  
pp. 155798832093721
Author(s):  
Jason M. Williams ◽  
Sean K. Wilson ◽  
Carrie Bergeson
Keyword(s):  
Black Men ◽  
Legal System ◽  
Mass Incarceration ◽  
Phenomenological Approach ◽  
Future Research ◽  
Health Implications ◽  
Race And Gender ◽  
Criminal Legal System ◽  
And Gender ◽  
Returning Citizens

While a great deal of research captures the lived experiences of Black men as they navigate through the criminal legal system and onto reentry, very little research is grounded in how those processes are directly connected to their health. Although some research argues that mass incarceration is a determinant of poor health, there is a lack of qualitative analyses from the perspective of Black men. Black men face distinct pathways that lead them into the criminal legal system, and these same pathways await them upon reentry. This study aims to examine the health implications associated with incarceration and reentry of Black men. While adopting a phenomenological approach alongside interviews, our findings show both race- and gender-specific outcomes for the men in our sample. For example, health and wellness appears to be a significant theme that governs their (in)ability to matriculate society. Moreover, their contact with the criminal legal system appears to exacerbate health concerns and hindrances toward reentry. Other themes include mental health and the role of masculinity. We conclude with implications on policy and future research.

Literacy Skills and Earnings: Race and Gender Differences

2007 ◽  
Vol 34 (3-4) ◽  
pp. 231-243 ◽  
Author(s):  
Roberto M. De Anda ◽  
Pedro M. Hernandez
Keyword(s):  
Black Women ◽  
Black Men ◽  
Adult Literacy ◽  
White Men ◽  
Literacy Skills ◽  
Literacy Skill ◽  
Men And Women ◽  
Race And Gender ◽  
And Gender ◽  
Document Literacy

This study examines differences in returns to literacy skills on earnings of black and white men and women. Literacy skill is a composite measure of three scales: reading comprehension, document literacy (the ability to locate and use information in, say, tables and graphs), and mathematics proficiency. Using data from the National Adult Literacy Survey (NALS), we estimate earnings determination models separately for each racial/gender group. Our findings show that the effect of literacy on earnings varies by race and gender. Literacy skills favorably rewarded black men relative to black women and white men and women, net of education and other relevant variables. More importantly, literacy completely explained the effect of a high school diploma and some college on earnings of black men. We conclude that the economic importance of literacy skills is particularly salient for less-educated black men.

Social work doctoral education: Are doctoral students being prepared to teach?

2016 ◽  
Vol 17 (1) ◽  
pp. 91-114 ◽  
Author(s):  
Brandy R Maynard ◽  
Elizabeth M Labuzienski ◽  
Kristina S Lind ◽  
Andrew H Berglund ◽  
David L Albright
Keyword(s):  
Social Work ◽  
Doctoral Students ◽  
Doctoral Education ◽  
Doctoral Programs ◽  
Doctoral Program ◽  
The United States ◽  
Social Work Practice ◽  
Assessment Methods ◽  
Course Content ◽  
Social Work Practitioners

Summary Longstanding tensions exist around the purpose of social work doctoral programs, particularly around the extent to which doctoral program should prepare their students to teach. Indeed, social work programs in the United States have been criticized for failing to prepare graduates for teaching; however, it has been a number of years since doctoral curricula have been reviewed. The purpose of this study was to examine the extent to which US social work doctoral programs are training their students to teach by assessing the extent to which pedagogical training is explicitly integrated into doctoral curricula and examining the scope and content of required doctoral courses on teaching. Content analysis of social work doctoral program curricula ( n = 72) and teaching and learning related course syllabi ( n = 24) was conducted by two coders. Syllabi were coded and analyzed to produce a profile of course objectives, readings, teaching strategies, assessment methods, and course content. Findings Of the 72 PhD programs, 90% included a goal related to the preparation of their students for teaching; however, only 37 (51%) required a course on teaching. Course content, teaching, and assessment methods were found to vary across courses. Applications Training the next generation of social work practitioners to engage in effective social work practice is critical to the profession; however, the preparation of doctoral students to provide quality education to future social work practitioners seems to be largely neglected. Implications for doctoral education are discussed.

scholarly journals Little race or gender bias in an experiment of initial review of NIH R01 grant proposals

2018 ◽  
Author(s):  
Patrick S. Forscher ◽  
William Taylor Laimaka Cox ◽  
Markus Brauer ◽  
Patricia G. Devine
Keyword(s):  
Statistical Model ◽  
Gender Bias ◽  
Broad Spectrum ◽  
Black Male ◽  
White Male ◽  
Principal Investigator ◽  
White Female ◽  
Race And Gender ◽  
Grant Proposals ◽  
And Gender

Many granting agencies allow reviewers to know the identity of a proposal’s Principal Investigator (PI), which opens the possibility that reviewers discriminate on the basis of PI race and gender. We investigated this experimentally with 48 NIH R01 grant proposals, representing a broad spectrum of NIH-funded science. We modified PI names to create separate White male, White female, Black male, and Black female versions of each proposal, and 412 scientists each submitted initial reviews for three proposals. We find little to no race or gender bias in initial R01 evaluations, and additionally find that any bias that might have been present must be negligible in size. This conclusion was robust to a wide array of statistical model specifications. Pragmatically important bias may be present in other aspects of the granting process, but our evidence suggests that it is not present in the initial round of R01 reviews.

Sign in / Sign up

Export Citation Format

Share Document