{"id":{"repo_id":"alverno","oai_identifier":"oai:alverno.omeka.net:898"},"canonical_url":"https://search.dev.ndltd.org/etd/alverno/oai:alverno.omeka.net:898","repository":{"repo_id":"alverno","name":"Alverno College","base_url":"https://alverno.omeka.net/oai-pmh-repository/request"},"display":{"title":"Exploring the socialization experiences of nontraditional Black women in doctoral programs : a phenomenological study","abstract":"Tardy, Tiffany Degree attainment continues to increase for Black women at every level, yet their completion rates at the doctoral level are still disproportionate in comparison to White graduates (National Center of Education Statistics, 2020). Traditionally, pursuing a doctorate full time is correlated with persistence and degree completion (Zahl, 2015); however, we are seeing an increase in nontraditional students pursuing graduate study. Additionally, socialization has consistently been found as a major predictor of persistence and overall quality of the doctoral student experience (Casey et al., 2022), yet has not been studied closely in Black women in doctoral programs. It is critical to understand why these disproportionate attrition rates in doctoral education exist for Black women as there is a dire need for more Black women in leadership in our community. Therefore, the purpose of this qualitative phenomenological study was to explore the issues of persistence and graduation amongst nontraditional Black women in doctoral programs specifically related to their socialization experiences. Black Feminist Thought and Graduate Socialization Theory were applied as the theoretical framework in this study. Participants included nine nontraditional Black women who were enrolled or recently graduated from a doctoral program in Wisconsin. Participants experienced socialization challenges as nontraditional students who were also working full time, lacked funding opportunities, lacked representation in their programs, as well as highlighted how critical faculty were in either their success or attrition. This study illuminated the voices of Black women who are often forgotten in the literature and provides institutions with recommendations to improve the quality of the experiences of nontraditional Black women and thus increase their retention and completion of doctorates.","abstract_html":"Tardy, Tiffany Degree attainment continues to increase for Black women at every level, yet their completion rates at the doctoral level are still disproportionate in comparison to White graduates (National Center of Education Statistics, 2020). Traditionally, pursuing a doctorate full time is correlated with persistence and degree completion (Zahl, 2015); however, we are seeing an increase in nontraditional students pursuing graduate study. Additionally, socialization has consistently been found as a major predictor of persistence and overall quality of the doctoral student experience (Casey et al., 2022), yet has not been studied closely in Black women in doctoral programs. It is critical to understand why these disproportionate attrition rates in doctoral education exist for Black women as there is a dire need for more Black women in leadership in our community. Therefore, the purpose of this qualitative phenomenological study was to explore the issues of persistence and graduation amongst nontraditional Black women in doctoral programs specifically related to their socialization experiences. Black Feminist Thought and Graduate Socialization Theory were applied as the theoretical framework in this study. Participants included nine nontraditional Black women who were enrolled or recently graduated from a doctoral program in Wisconsin. Participants experienced socialization challenges as nontraditional students who were also working full time, lacked funding opportunities, lacked representation in their programs, as well as highlighted how critical faculty were in either their success or attrition. This study illuminated the voices of Black women who are often forgotten in the literature and provides institutions with recommendations to improve the quality of the experiences of nontraditional Black women and thus increase their retention and completion of doctorates.","abstract_has_math":false,"creators":["Tardy, Tiffany"],"institution":"Alverno College","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023","date_published":"2023","updated_at":"2026-07-27T18:44:41Z","subjects":["African American women college students","Doctoral students","Academic achievement--Education (Higher)"],"languages":["English"],"rights":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://alverno.omeka.net/items/show/898","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Tardy, Tiffany"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2023"]},{"key":"dc:publisher","label":"Institution","values":["Alverno College"]},{"key":"dc:type","label":"Dc Type","values":["Text","Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["African American women college students","Doctoral students","Academic achievement--Education (Higher)"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://alverno.omeka.net/items/show/898"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Tardy, Tiffany Degree attainment continues to increase for Black women at every level, yet their completion rates at the doctoral level are still disproportionate in comparison to White graduates (National Center of Education Statistics, 2020). Traditionally, pursuing a doctorate full time is correlated with persistence and degree completion (Zahl, 2015); however, we are seeing an increase in nontraditional students pursuing graduate study. Additionally, socialization has consistently been found as a major predictor of persistence and overall quality of the doctoral student experience (Casey et al., 2022), yet has not been studied closely in Black women in doctoral programs. It is critical to understand why these disproportionate attrition rates in doctoral education exist for Black women as there is a dire need for more Black women in leadership in our community. Therefore, the purpose of this qualitative phenomenological study was to explore the issues of persistence and graduation amongst nontraditional Black women in doctoral programs specifically related to their socialization experiences. Black Feminist Thought and Graduate Socialization Theory were applied as the theoretical framework in this study. Participants included nine nontraditional Black women who were enrolled or recently graduated from a doctoral program in Wisconsin. Participants experienced socialization challenges as nontraditional students who were also working full time, lacked funding opportunities, lacked representation in their programs, as well as highlighted how critical faculty were in either their success or attrition. This study illuminated the voices of Black women who are often forgotten in the literature and provides institutions with recommendations to improve the quality of the experiences of nontraditional Black women and thus increase their retention and completion of doctorates."]},{"key":"dc:format","label":"Dc Format","values":["PDF"]},{"key":"dc:title","label":"Title","values":["Exploring the socialization experiences of nontraditional Black women in doctoral programs : a phenomenological study"]}]}],"canonical_facts":{"dc:creator":["Tardy, Tiffany"],"dc:date":["2023"],"dc:description":["Tardy, Tiffany Degree attainment continues to increase for Black women at every level, yet their completion rates at the doctoral level are still disproportionate in comparison to White graduates (National Center of Education Statistics, 2020). Traditionally, pursuing a doctorate full time is correlated with persistence and degree completion (Zahl, 2015); however, we are seeing an increase in nontraditional students pursuing graduate study. Additionally, socialization has consistently been found as a major predictor of persistence and overall quality of the doctoral student experience (Casey et al., 2022), yet has not been studied closely in Black women in doctoral programs. It is critical to understand why these disproportionate attrition rates in doctoral education exist for Black women as there is a dire need for more Black women in leadership in our community. Therefore, the purpose of this qualitative phenomenological study was to explore the issues of persistence and graduation amongst nontraditional Black women in doctoral programs specifically related to their socialization experiences. Black Feminist Thought and Graduate Socialization Theory were applied as the theoretical framework in this study. Participants included nine nontraditional Black women who were enrolled or recently graduated from a doctoral program in Wisconsin. Participants experienced socialization challenges as nontraditional students who were also working full time, lacked funding opportunities, lacked representation in their programs, as well as highlighted how critical faculty were in either their success or attrition. This study illuminated the voices of Black women who are often forgotten in the literature and provides institutions with recommendations to improve the quality of the experiences of nontraditional Black women and thus increase their retention and completion of doctorates."],"dc:format":["PDF"],"dc:identifier":["https://alverno.omeka.net/items/show/898"],"dc:language":["English"],"dc:publisher":["Alverno College"],"dc:rights":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."],"dc:subject":["African American women college students","Doctoral students","Academic achievement--Education (Higher)"],"dc:title":["Exploring the socialization experiences of nontraditional Black women in doctoral programs : a phenomenological study"],"dc:type":["Text","Dissertation"]},"updated_at":"2026-07-27T18:44:41Z"}