The Academic Realities of a Large Diverse Doctoral Student Cohort: Developing as Academic Scholars in an Educational Leadership Ed.D. Program

• In Event: Marriott Roundtable Session 19
  In Roundtable Session: Striving for Equity in Educational Leadership Preparation

Abstract

The fall 2017 cohort at Quickly University explored their development as academics in the Doctorate of Education (Ed.D.) in educational leadership program. Framed in Critical Race Theory (CRT) and through the utilization of narratives this qualitative research seeks to deepen an understanding of key elements influencing the development of their academic identities and experiences in the program. Project findings indicate the challenges and the discoveries of Ed.D. students’ emerging sense of self as researchers and scholars. Project implications include the pedagogical and political value of doctoral programs and how people of color, immigrants, first generation, and white students are supported. Additional implications provide specific recommendations for the improvement of Ed.D. curriculum and program structure of quickly university.

Authors

• Norma Salcedo, San Francisco State University

• Lauren Noelle Ford, San Mateo County Community College District

• Martha Melgoza, Skytown Preschool

• Barbara A. Henderson, San Francisco State University