Supporting African American involvement in a doctoral program at a regional comprehensive university: a research study of the experiences and perceptions of African American current doctoral candidates and African American doctorates

Education has been the path to battle moral injustice and to encourage self-governing dialogue about doing the "right thing" (Freire, 1998; Fullan, 2007; Hurtado et al., 1999; Tatum, 1992). Fullan (2007) claims that education is the "vehicle" to diminish inequities for the academically disadvantaged. Through interviews and conversations regarding their experiences and perceptions, this research study "gives voice" to African American doctorates, current doctoral students, and doctoral students who chose not to complete the doctoral educational leadership program at a regional comprehensive university in a Mid-Atlantic State (Allen, 1992, 2000; Delgado, 1995; Freeman, 1997; Soloranzo & Yosso, 2000, 2001). Using Critical Race Theory as a conceptual framework for analysis, the experiences of participants indicate that academic inequities for candidates seeking terminal degrees continue to exist. Findings suggest that support systems are needed at predominately White institutions for African American doctoral students to navigate socially and academically (Astin, 1993; Freeman, 1997; Tinto, 1975). The integration of these programs would enhance the success and retention of African American doctoral students (Freeman, 1997).

Name thesis:degree_name

Ed.D. Educational Leadership

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educational Leadership

Year dc:date.available

2012

Author dc:creator

• Nicholson, Frankie

Contributors dc:contributor

• Doolittle, Gini

• Doctoral students; African-Americans
• Higher Education Administration

Repository record dc:identifier

https://rdw.rowan.edu/etd/139

OAI identifier oai:identifier

oai:rdw.rowan.edu:etd-1138