Othermothering: Exploring African American Graduate Students' Decision to Pursue the Doctorate

Autor/in	McCallum, Carmen M.
Titel	Othermothering: Exploring African American Graduate Students' Decision to Pursue the Doctorate
Quelle	In: Journal of Higher Education, 91 (2020) 6, S.953-976 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1546
DOI	10.1080/00221546.2020.1731262
Schlagwörter	African American Students; Graduate Students; Decision Making; Doctoral Degrees; Teacher Student Relationship; Institutional Characteristics; Whites; Mothers; College Faculty; African American Teachers; Teacher Influence; Caring; Teacher Expectations of Students; Racial Identification; Student Attitudes; Trust (Psychology); Credibility; Identification (Psychology) + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Decision-making; Entscheidungsfindung; Doctoral degree; Doktorgrad; Teacher student relationships; Lehrer-Schüler-Beziehung; White; Weißer; Mother; Mutter; Fakultät; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Care; Pflege; Sorge; Betreuung; Schülerverhalten; Glaubwürdigkeit
Abstract	The faculty-student relationship is one of the most influential relationships in a college student's life. This is especially true for African American students. However, African American students often have trouble forming quality relationships with faculty, especially at predominantly White institutions. This study sought to better understand the characteristics of faculty-student relationships that influence African American students' decision to pursue doctoral study. Using Othermothering as a conceptual framework, 41 semi-structured interviews were conducted with PhD students who reached candidacy. Influential relationships had Othermothering characteristics. A total of four themes epitomize those characteristics: (1) caring, (2) keeping it real, (3) high expectations, and (4) identity connections. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01