This article utilizes the qualitative methodology of autoethnography for examining how doctoral programs create intellectual war zones for African American students through oppressive institutional socialization. Theoretically grounded in critical race theory, I utilize my counternarrative as an African American graduate student to describe the oppressive institutional socialization I encountered. This oppressive socialization was transmitted through the admission of racially and ideologically homogenous students, marginalizing course curriculum, and instructional classroom practices. I illustrate how each of these institutional decisions created a context that required an African American doctoral student to fight unspoken dichotomies such as the struggle between developing my intellectual identity and enduring institutional oppression. I also discuss the supports of my doctoral journey in an effort to highlight strategies that predominately White institutions (PWIs) can utilize to support the intellectual identity development of African American women.

中文翻译：

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知识分子战区：尽管存在压迫性的制度社会化，知识分子身份发展的自主民族志。

本文利用自我民族志的定性方法研究博士课程如何通过压迫性的制度社会化为非裔美国学生创造知识战区。理论上以批判种族理论为基础，我利用我作为一名非裔美国研究生的反叙事来描述我遇到的压迫性制度社会化。这种压迫性的社会化是通过录取种族和意识形态同质的学生、边缘化课程和教学课堂实践而传播的。我说明了这些制度决定中的每一个如何创造一个环境，要求一名非裔美国博士生与不言而喻的二分法作斗争，例如发展我的知识身份和持久的制度压迫之间的斗争。