From Margins to Milestones: Connection Between Community and Doctoral Scholarly Identity Development

• In Event: Supporting Peer Mentorship for Doctoral Scholarly Development

Abstract

Purpose/Objectives

Completing a doctoral program is expected to be challenging, with many highs and lows along the way. As Hall and Burns (2009) explained, culturally diverse doctoral students may face added barriers to our success such as limited “identity capital” (Hall & Burns, 2009, p. 52). Identity capital refers to the combination of your skills, experiences, and personal qualities that make you unique and help you succeed in life (Hall & Burns, 2009). However, being a part of a community and the development of a scholarly identity can create pathways to overcome these
barriers. In this ethnographic inquiry, I explore my experience as a doctoral candidate within a community of specifically women of color (WOC), attending a predominantly White institution.
The objective of this inquiry is to analyze my own scholarly identity development and the role that relationships and community plays in this development. More precisely I examine how peer, mentor and advisor support contributes to WOC feeling a sense of belonging, increased self-efficacy and confidence. Moving beyond the idea of surviving, I aim to advocate for best practices around community building and scholarly identity development, for WOC to thrive in academia.

Perspectives/Theories

I utilize Black Feminist Theory as a lens as it emphasizes the intersectionality of race and gender, which is necessary for understanding our unique experiences and challenges in doctoral programming (Mirza, 2015). Specifically, Black Feminist Theory allows doctoral students to examine the systemic barriers and personal struggles critically (Mirza, 2015). Furthermore, this theoretical framework highlights the importance of relationships and community in our academic journey (Mirza, 2015).

Methods and Modes of Inquiry

In alignment with Black Feminist Theory, we used collaborative autoethnography as our research methodology. As a mentorship group, we collected data using guided self-reflections, journals, and peer group dialogue. Collaborative autoethnography uplifts our voices and allows us to understand our experiences more profoundly (Ellis et al., 2011). Although writing our individual autoethnographies, this collective approach created more synergy, in our learning about how scholarly identities are formed and supported within communities, to promote more inclusive, responsive, and empowering doctoral programs for WOC.

Results and Scholar Significance

The findings illustrated the success and challenges involved in meeting key milestones of the doctoral journey, such as comprehensive exams, proposal defense and data collection. Guided by our reflections, journals, and discussions and the collaborative meaning-making process, we found that WOC doctoral students can succeed through community support which then fosters a positive scholarly identity development. This inquiry contributes to the literature on the importance of placing WOC at the center and identifies the factors that facilitate doctoral program completion, offering a promising path for future research and practice.

Author

• Shirley Tia Branch, The George Washington University