It Is More than a Degree: Black Men's Motivation for Pursuing Doctorates in Education

Autor/in	Grimes, Justin O.
Titel	It Is More than a Degree: Black Men's Motivation for Pursuing Doctorates in Education
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 36 (2023) 3, S.326-340 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Grimes, Justin O.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2022.2127012
Schlagwörter	Blacks; Males; Academic Aspiration; Doctoral Degrees; Racism; Doctoral Programs; Educational Experience; Predominantly White Institutions; Doctoral Students; Student Motivation; Student Attitudes; Minority Group Students + Suchen Sie Ihr Suchwort? Black person; Schwarzer; Male; Männliches Geschlecht; Doctoral degree; Doktorgrad; Rassismus; Doktorandenprogramm; Bildungserfahrung; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Schulische Motivation; Schülerverhalten
Abstract	Black men historically in graduate education have endured issues of racial indignity, hostile classroom environments, microaggressions, and questioning of intellectual ability, which subsequently have a negative effect on doctoral enrollment. Not only do Black men in doctoral programs undergo acts of racism in their educational experiences at many Historically White Institutions (HWIs); they seemingly operate in educational spaces where their presence is not welcome at certain institutions. What is more important, is how historical educational policies and practices embedded in racism, have created structures that fail to adequately address how access and preparedness for graduate programs, exclude the challenges Black men have faced throughout their educational socialization. Therefore, the purpose of this article is to share intrinsic and extrinsic motivating factors impacting seven Black men's pursuit of a doctoral degree. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01