Brotherly Bond: A Collaborative Autoethnographic Analysis of Black Male Scholars

Autor/inn/en	Long, Leroy L., III; Travers, Christopher S.
Titel	Brotherly Bond: A Collaborative Autoethnographic Analysis of Black Male Scholars
Quelle	In: Journal of Negro Education, 90 (2021) 2, S.183-194 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	African American Students; Males; Autobiographies; Ethnography; Personal Narratives; Doctoral Students; Career Development; Doctoral Degrees; African American Teachers; Teacher Student Relationship; Mentors; Financial Support; Social Capital; Academic Achievement; Success + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Autobiography; Autobiografie; Autobiographie; Ethnografie; Erlebniserzählung; Doctoral studies; Doctorate studies; Doctoral candidate; Doktorandenprogramm; Doktorand; Doktorandin; Berufsentwicklung; Doctoral degree; Doktorgrad; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Finanzielle Förderung; Sozialkapital; Schulleistung; Erfolg
Abstract	Historically, Black men have had limited opportunities to obtain doctoral degrees or faculty positions at U.S. institutions of higher education. Few interventions exist to change historical trends and promote positive examples of successful Black male scholars. Using a collaborative autoethnographic methodological approach, we share our personal narratives as Black male scholars while vividly detailing how our involvement in a program for doctoral students of color positively influenced our career trajectories. More specifically, we discuss how the Bell Fellows Program offered us a peer-to-peer support network, Black male faculty and staff mentors, financial resources, as well as the social and intellectual capital necessary to successfully earn our doctoral degrees and acquire faculty positions in our respective fields. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: https://jne.howard.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01