Betrayal, Trauma, and Harm: The Burden of Being Black Women PhD Students in Criminology

• In Event: Sociology of Education Section Roundtables
  In Refereed Roundtable (60 minute): Table 17. The Structure of Academe: Graduate Students, Faculty, and Staff

Abstract

Education is widely regarded as a pathway for advancement, however Black women remain underrepresented in doctoral education and frequently encounter racialized and gendered barriers within academic institutions. To explore thus phenomenon, we employed a collaborative autoethnography (CAE) to analyze the lived experiences of two Black women doctoral students and one Black woman faculty member in criminology. Through narratives, dialogic sensemaking, and iterative coding, we examined our experiences related to mentorship, institutional support, advocacy, and belonging. We utilized a betrayal trauma theory (BTT) lens to examine how institutional failures within doctoral education produce psychological harm and shape Black women’s professional identities. Findings reveal persistent gendered racism, limited access to meaningful mentorship and resources, and institutional climates that undermine Black women’s intellectual and emotional wellbeing. Participants described how advocating for equity and protection was considered necessary but risky, highlighting that raising concerns came with fear of retaliation, stereotyping, or professional marginalization. Institutional responses frequently addressed procedural issues without acknowledging the enduring psychological harm caused by betrayal. This harm extended beyond institutional encounters, requiring ongoing emotional labor to process and make meaning of harmful experiences. Applying BTT to higher education illuminates how the academy, often presumed to foster intellectual growth and mentorship, can simultaneously function as a site of betrayal.

Authors

• Alexia Angton, University of Arkansas

• Elisa Descartes, Texas State University

• Michayla Mack