Culture Counts: Black Doctoral Student Perspectives on Their Persistence in a Research-Intensive College of Education

• In Event: Disrupting Dominant Narratives: Elevating the Voices and Stories of Marginalized Students

Abstract

Researchers have noted the paucity of literature on the experience of Black doctoral students and revealed the limitations of research emphasizing enrollment and recruitment exclusively. While focus on enrollment is an important effort, more research is needed to understand the experiences of Black doctoral students, particularly those experiences that contribute to their persistence. This qualitative study used critical race theory to highlight a) the perspectives of Black doctoral students related to the kinds of experiences that contribute to their persistence b) a framework of Black doctoral student persistence that situates culture as a transformative and productive tool, and c) implications for higher education policy and practice related to the successful mentoring and retention of Black doctoral students.

Authors

• Melanie M. Acosta, The University of Alabama

• Shaunté Duggins, University of Florida

• Thomas E Moore, University of Florida