"Ain't I a Woman, Too?": Tracing the Experiences of African American Women in Graduate School

Schwartz, Robert A.; Bower, Beverly L.; Rice, Diana C.; Washington, Charles M.

doi:10.2307/3211247

Cited by 27 publications

(30 citation statements)

References 8 publications

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“…The women in this study expressed much fortitude about receiving their doctorate; they continue to forge ahead in spite the obstacles they have faced (Schwartz, Bower, Rice, & Washington, 2003). Basically, they refused to give up despite not fitting the perceived norm of what it is to be a scientist or a mathematician.…”

Section: Discussionmentioning

confidence: 91%

From One Culture to Another: Years One and Two of Graduate School for African American Women in the STEM Fields

Joseph¹

2012

IJDS

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Historically Black Colleges and Universities (HBCUs) provide an educational pathway for many Black students, particularly women who seek graduate degrees. Despite the positive presence of HBCUs in the African American community, the academic training of students who graduate from HBCUs may be perceived as insufficient by Predominantly White Graduate Institutions (PWIs). As a result, African American students who are not well integrated into their respective departmental communities and cultures at PWIs are likely to leave graduate school. Research has also indicated that the first two years at a PWI is crucial for students of color. This study examines how students make the two-year transition from HBCU to majority institutions and what impact this transition has on their persistence and commitment to their discipline.

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Section: Discussionmentioning

confidence: 91%

From One Culture to Another: Years One and Two of Graduate School for African American Women in the STEM Fields

Joseph¹

2012

IJDS

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“…Several studies have been conducted to investigate African‐American/Black graduate student retention across education disciplines (e.g., Gasman et al., ; Johnson‐Bailey, ; Schwartz, Bower, Rice, & Washington, ). Consistent findings suggest that financial support, opportunities for social integration into programs and departments, faculty mentorship, and linkages to community organizations are key to retaining Black graduate students in education‐related programs.…”

Section: Retentionmentioning

confidence: 99%

“…For instance, Schwartz et al. () surveyed 50 African‐American women who were pursuing or had completed graduate degrees in educational and higher educational administration and found that their participants reported that positive faculty interactions, faculty mentorship, and opportunities to connect with students and faculty of color were essential to their retention.…”

Section: Retentionmentioning

confidence: 99%

Retention and persistence of African‐American students in school psychology programs

Proctor

Nasir

Wilson

et al. 2018

Psychology in the Schools

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This qualitative study investigated eight African‐American specialist‐level students’ experiences with and perceptions of their retention and persistence toward degree completion in school psychology programs. Findings indicate that participants deemed the general supports faculty offered to all students and positive, supportive relationships with faculty as retention strategies they experienced as effective and access to diversity in support systems as a retention strategy they perceived would be beneficial. Participants described social engagement and reliance on family and classmates as persistence strategies they used. Based on these findings, the article provides recommendations for school psychology faculty interested in retaining African‐American students and African‐American students who aim to persist to degree completion.

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“…Unsurprisingly, researchers have attributed the high attrition rates for female doctoral candidates' program non-completion to the lack of mentors and quality mentoring programs (Dixon-Reeves, 2003;Edwards-Alexander, 2005;Garcia, 1999;Garvey, 1999;Hanna, 2005;Maher, Ford, & Thompson, 2004;Manuelito-Kerkvliet, 2005;Schwartz, Bower, Rice, & Washington, 2003). Several scholars illustrate how the academy is primarily a white-male experience Kurtz-Costes et al, 2006;Lovitts, 2001;Mansfield et al, 2010;Moyer, Laovey, & Casey-Cannon, 1999;Reddick, 2011Reddick, , 2012.…”

Section: Literature Reviewmentioning

confidence: 94%

Mentoring Matters: An Exploratory Survey of Educational Leadership Doctoral Students’ Perspectives

Welton

Mansfield

Lee³

2014

Mentoring & Tutoring: Partnership in Learning

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There is limited research on quantitative differences between men and women's experiences in doctoral programs. We aim to fill that gap by sharing findings from a webbased exploratory survey of perceived gender differences on quality mentoring in educational leadership doctoral programs. According to survey results, there is limited statistical significance in terms of gender differences in programmatic supports and scholarly progress. However, women experience feelings of self-doubt due to negative experiences with advising and mentoring, including difficulties making connections to a quality mentor. Furthermore, both female and male participants shared common definitions of what constitutes quality mentorship and believed mentorship was important, but lacking in varying degrees. Finally, all participants agreed that their educational leadership preparation programs should provide additional support in terms of writing and research development. Participants also shared important recommendations for strengthening mentoring experiences as well as future research methods and foci.

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"Ain't I a Woman, Too?": Tracing the Experiences of African American Women in Graduate School

Cited by 27 publications

References 8 publications

From One Culture to Another: Years One and Two of Graduate School for African American Women in the STEM Fields

From One Culture to Another: Years One and Two of Graduate School for African American Women in the STEM Fields

Retention and persistence of African‐American students in school psychology programs

Mentoring Matters: An Exploratory Survey of Educational Leadership Doctoral Students’ Perspectives

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