Exploring the Social Support Networks of Black Male Doctoral Students in Higher Education Administration Programs at Predominantly White Institutions

• In Event: Race, Power, Identity, and Higher Education

Abstract

The purpose of this study was to identity the social support networks developed by Black male doctoral students in higher education administration programs attending predominantly White Institutions (PWIs) and to examine how social support networks affects their socialization. To guide this study we used House’s (1981) typology of social support and academic socialization theory and case study as our methodological approach. We found that to meet the needs they associated with graduate study, our participants (N= 11) developed extensive social support networks that included faculty and peers both from and external to their program. The majority of the members of their social networks were Black males. In addition, family and friends played a significant role in fostering their success.

Authors

• Chutney Nichole Walton, The University of Tennessee

• Ferlin McGaskey, The University of Tennessee

• Demetrius Richmond, The University of Tennessee - Knoxville

• Corey Guyton, North Carolina Central University

• Theressa Cooper, The University of Tennessee

• Tracia NiKole Cloud, The University of Tennessee