Black Women's Sense-Making About the Hidden Curriculum in Doctoral Education

• In Event: Socialization and Cultures of Community in Doctoral Education

Abstract

Black women’s doctoral degree completion has grown over the past decades. Still, their representation in higher education is disproportional. This study used a phenomenological approach to understand how Black women in doctoral education make sense of their academic experience; and how gender, race, and their intersectionalities influence social location in their academic environment. Finding from this study suggested Black women doctoral students navigated hidden curriculum in their socialization with academia. The themes included making sense of their experiences beyond coursework, building connections, understanding the professoriate path, and finding a support system. Therefore, it is critical to make explicit these norms, values, and expectations to provide Black women doctoral students ways to navigate these environments to persist and excel in academia.

Authors

• Tonisha B. Lane, Virginia Tech

• Tamara Bertrand Jones, Florida State University

• Natali Huggins, Virginia Tech

• Brittany Brewster, Florida State University

• O'Juan Edwards, Florida State University

• Venice Adams, Virginia Tech