Voices of African‐American doctoral students in special education: addressing the shortage in leadership preparation

Abstract

There is a growing body of literature in examining the experiences of graduate students and faculty of color in education. This paper will provide a review of recent and relevant research on the experiences of graduate students and faculty of color, particularly those attending predominately white institutions (PWIs). Additionally, findings from a recent study of African-American doctoral students in special education will be discussed. Finally, the author will assert the need for future research on the leadership preparation of students of color as well as offer recommendations for program development.

Faculty Perspectives on the Recruitment, Retention, and Preparation of Special Education Doctoral Students of Color

“…Wasburn-Moses hypothesized that the differences in satisfaction for African American and Asian students related to the lack of mentorship because students from these groups reported not considering the importance of their adviser or program faculty when selecting a program, whereas students from other racial and ethnic groups prioritized alignment with their interests. Williams Shealey (2009) found a similar trend when interviewing Black special education doctoral students, as they reported feelings of isolation within their program while noting the importance of developing a network of individuals to provide support.…”

Preparing Doctoral Students in Special Education: What Do We Really Know?

“…Recommendations for ways to improve faculty mentoring of doctoral students were provided by some researchers (Shealey, 2009; Tyler et al, 2012) and included specific suggestions to develop stronger skills in the area of cultural competence, as well as the need for a formal mentoring structure for students of color. In addition, Wasburn-Moses and Therrien (2008) proposed examining ways to mentor students across long distances using technological resources due to concerns about relocation issues.…”

“…According to Wasburn-Moses (2008), in a survey conducted about overall satisfaction with their doctoral programs, students indicated that finding work–life balance was their greatest struggle. Through an examination of the experiences of African American special education doctoral students, a participant in Shealey’s (2009) study commented on the need for African American students to build their own network, and that they were supportive to one another in finding balance between work and home. In addition, Dieker et al (2014) shared their doctoral program promoted pushing scholar boundaries as well as an emphasis on finding a balance.…”

“…Two empirical and one nonempirical articles described the need for greater diversity of faculty members, diversity within teacher education programs, and the need for professional development to strengthen faculty members’ cultural competence (deBettencourt et al, 2016; Robb et al, 2012; Shealey, 2009). deBettencourt and colleagues noted the cultural and linguistic diversity of the student population is considered to be one of the five contemporary issues related to the preparation of special education doctoral students.…”

“…In examining the lived experiences of African American doctoral students in primarily white institutions, Shealey’s study (2009) reported African American doctoral students experienced (a) a need to make an impact in educating all children, especially those of color, (b) feelings of isolation, (c) a struggle in finding mentors of color within their universities, (d) a need for financial support that was often reliant on meeting a required Graduate Record Examination (GRE) score for admission to the program, and (e) a need for additional support in developing skills for dissertation writing, publishing, and developing a research agenda.…”