From Heritage to Purpose: Countering Self-Silencing in Doctoral Education

• In Event: Supporting Peer Mentorship for Doctoral Scholarly Development

Abstract

Purpose and Objectives
The experiences of Black women in higher education have been largely shaped by the intersections of race and gender. Additionally, a looming sense of invisibility and self-silencing (and being silenced) due to the pervasive nature of misogynoir caused by racism and sexism (Doharty, 2019). To better understand the unique challenges and successes of Black women in pursuit of a doctorate, what follows is my contribution to a collaborative auto-ethnographic study that highlights our lived experiences while in pursuit of the EdD at a PWI. This inquiry responds to the question: How does a Black woman pursuing doctoral research about Black women leaders counter self-silencing while overcoming the challenges encountered while pursuing doctoral education?

Perspectives/Theoretical Framework
This research is grounded in Black Feminist Theory (Collins, 2022) and Critical Race Theory (Delgado & Stefancic, 2023), in order to examine lived experiences prior, and during the pursuit of doctoral education. CRT illuminates the pervasive nature of racial discrimination and structural inequalities that continue to shape the educational landscape (Doharty, 2019). Black feminist thought has a long history of asking questions regarding the humanity of Black women (hooks, 1989). According to Collins (2022), BFT was curated with a goal of finding ways to escape, survive, and oppose social and economic injustices by centering the oppression of Black women and argues that gendered racism and classism are entangled in the American psyche.

Methods of Inquiry
Solórzano and Yosso, (2002) point out that “If methodologies have been used to silence and marginalize People of Color, then methodologies can also give voice and turn the margins into places of transformative resistance p. 38).” It is only upon reflection that one may understand the turbulence and trauma, then turn into healing, and in this case within a mentoring community. Healing becomes a catalyst to excelling in the doctoral journey. This auto-ethnographic study employed a narrative qualitative approach that utilized guided critical reflections, journal writing within a peer mentorship group of Black doctoral students.

Results and Scholarly Significance
I highlight two major themes that became evident as I revisited my narratives: 1) Understanding of heritage to counter self-silencing, 2) Building capacity for voice and authenticity through mentorship. To be authentic, Black women must navigate the tension of being true to oneself in a predominantly white space, while remaining vigilant of the anti-Black misogynoir experiences and undertones. According to the self-silencing scale (Jack & Dill, 1992) “the theory suggests women bite their tongues due to a loss of self in a relationship or fear of one’s authentic self, rejection, loss, and/or alienation” (Abrams et al., 2018, p. 526). In the larger paper, I highlight the meaning making experiences through the act of self-reflection that made me realize that I began to self-silence due to broken trust and the doubt and misogynoir shown toward me (including in academia). I also evidence how building capacity for voice allowed me to make progress in my doctoral work, while not further silencing myself or my participants in my research.

Author

• Susanne Patricia Gray Rice, The George Washington University