Abstract

In this article, the authors examine the experiences that contribute to the delayed completion of doctoral programs among Black women. Building upon prevailing applications of doctoral student socialization, this study explores the ways race and gender intersect to shape the graduate school experiences of Black women pursuing EdD and PhD degrees. Semi-structured interviews with current graduate students and doctoral degree recipients reveal that the intersecting identities held by Black women are largely ignored during interactions with graduate faculty and peers, complicating the graduate school socialization process. Gendered priorities constrained time available to dedicate to studies, particularly during the writing stage. Black women described efforts to navigate dominant culture communication styles and the necessity to create networks of their own to overcome these challenges and move towards degree attainment. Implications for institutional policy and practice are shared.

摘要

在这篇文章中，作者研究了导致黑人女性延迟完成博士课程的经历。在博士生社会化的普遍应用的基础上，本研究探讨了种族和性别交叉影响追求教育学博士和博士学位的黑人女性研究生院经历的方式。对当前研究生和博士学位获得者的半结构化访谈表明，在与研究生教师和同龄人的互动中，黑人女性持有的交叉身份在很大程度上被忽略，使研究生院的社会化过程复杂化。性别优先限制了可用于研究的时间，尤其是在写作阶段。黑人女性描述了驾驭主流文化交流方式的努力，以及创建自己的网络以克服这些挑战并迈向学位的必要性。共享对机构政策和实践的影响。