Examining Doctoral Students' Sociocultural Perspectives Toward Equity, Inclusion, and Social Justice

• In Event: Fairmont Roundtable Session Five
  In Roundtable Session: Mentorship, Allyship, and Decolonial Approaches to Educational Research (Table 1)

Abstract

The global pandemic and heightened racial awareness have urged educators to reevaluate our work and shift the focus of educational research towards a more inclusive and equitable stance. Historically, doctoral students tended to focus on content. Today, we see them use their scholarship to change the status quo. This paper explores how cultural contexts and purposeful shifts in doctoral study programs have impacted the sociocultural perspectives and scholarship of enrolled doctoral students. The authors’ literature review lays the groundwork for examining students’ sociocultural perspectives, scholarship, and identity development. Using a lens of critical race theory, this paper provides a framework to investigate doctoral students’ sociocultural identities. Data provide evidence of sociocultural understandings, use of decolonizing language, and reconceptualization of scholarship.

Authors

• Valerie Harlow Shinas, Lesley University
  Presenting Author

• Patricia Jean Crain de Galarce, Lesley University
  Presenting Author