Black Male Excellence: The Academic and Social Experiences and Perceptions of Professional Identity of Black Male McNair Scholars during Their Doctoral Studies at Predominantly White Institutions

Autor/in	Parker-Gills, Anthony
Titel	Black Male Excellence: The Academic and Social Experiences and Perceptions of Professional Identity of Black Male McNair Scholars during Their Doctoral Studies at Predominantly White Institutions
Quelle	(2021), (148 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Saint Louis University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-2098-7420-1
Schlagwörter	Hochschulschrift; Dissertation; Blacks; Males; Whites; Institutional Characteristics; Disproportionate Representation; Professional Identity; Doctoral Students; Student Experience; Peer Relationship; Teacher Student Relationship; Mentors; College Faculty; Critical Theory; Race; Student Attitudes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Black person; Schwarzer; Male; Männliches Geschlecht; White; Weißer; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Studienerfahrung; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät; Kritische Theorie; Rasse; Abstammung; Schülerverhalten
Abstract	This qualitative research study explores the academic and social experiences and perceptions of professional identity of Black male McNair Scholars who attended predominantly White institutions (PWI's) for their doctoral studies. Unlike most research that incorporates a deficit framework, when highlighting Black male's educational statistics, educational desires, and educational abilities, this study used an anti-deficit framework to highlight the success stories of eight Black male McNair Scholars. More specifically, this study examines these scholars' relationships with their faculty mentors, peers, and their perceptions of their professional identities. As the result of conducting in-depth interviews with each participant and using Social Network Theory and Critical Race Theory as frameworks to analyze the data, eight themes emerged that highlight why many of the participants described their relationships with their faculty mentors and peers as meaningful and positive. Findings also reveal, faculty mentors that provided their doctoral students with the academic and social support and connections they needed to be successful in their programs, thrived throughout the entirety of their programs and ultimately graduated with their doctoral degrees. Furthermore, each participant expressed the important roles their Black peers played throughout their doctoral journeys. Participants also reported their race, gender and culture played a significant role in how they and others view Black males professionally. Findings from this study will prepare faculty members, university administrators, university communities, and fellow peers at PWI's with a better understanding on how to support Black male doctoral students and other diverse groups of students that attend PWI's for graduate education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01