Download or read book A Phenomenological Study on the Experiences of Imposter Phenomenon on Black Doctoral Students at Predominantly White Institutions written by Carla Desiree Roberson and published by . This book was released on 2021 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite enrollment increases in institutions of higher education, Black/African Americans still hold one of the lowest rates of doctoral degree attainment compared to other racial and ethnic groups. Doctoral education provides an opportunity for pioneering ideas and breakthroughs in a variety of fields as the core purpose of doctoral education is to generate, produce, and disseminate new knowledge through research and advocacy. The purpose of this phenomenological study was to explore the lived experiences of Black doctoral students who have imposter phenomenon and attend predominantly White institutions. This research seeks to gain a better understanding of imposter phenomenon on full-time Black doctoral students attending predominantly White institutions. The researcher conducted ten in-depth semi-structured interviews. Afrocentric coping strategies are used as the theoretical lens to analyze the academic experiences of Black doctoral students in this study. Research finding suggests that (a) feelings of self-doubt and intellectual inadequacy, (b) comparing themselves to others, (c) persevering or staying ahead, (d) managing challenges aside from coursework, (e) pressure to achieve and succeed, and (f) PWI experiences contributed to increased imposter phenomenon feeling among the participants. Recommendations for counseling Black doctoral students at predominantly White institutions are offered.
Download or read book Analysis Affirmation and Advocacy written by Tomiko D. Ball and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: In my experience, students of color encounter an expectation of white normative standards within PK-20 educational spaces. Cultural disparage is exacerbated as students of color reach for higher levels of achievement as doctoral students. This research focuses on a duality of constructs to 1) take an antiracist approach to analyze the student learning environment within higher education and 2) build affirmational approaches to successful navigation for doctoral students of color. By focusing on consciously deconstructing elements which fuel feelings of imposter syndrome, this dissertation of practice examines the doctoral experience for students of color to develop affirmations for self and engage in culturally relevant supportive practices. This study utilizes Critical Race Theory and Intersectionality to advocate for the disruption of the valuing of assimilation over affirmation within the academy. Through semi-structured interviews with faculty of color and student participation in dialogic engagement within learning modules, the study adds evidence centering phenomenological research. The intervention consciously lifts voices, lived experiences, challenges and navigational approaches within the academy of a predominantly white institution. Findings demonstrate a critical analysis of higher education institutions to reevaluate systemic impact upon students of color and the racialized fueling of imposter syndrome. Personal narratives from participants name common themes of being othered, internalizing devaluing messages, and questioning one's worthiness and personal measurement of success. America's educational system has failed students of color by devaluing their full identity, culture, and way of being. In order to establish an equitable doctoral learning environment, recommendations are offered to decenter whiteness, and intentionally affirm students of color.
Download or read book Healing While Studying written by Richard D. Williams and published by IAP. This book was released on 2024-03-01 with total page 261 pages. Available in PDF, EPUB and Kindle. Book excerpt: This incisive work explores the multifaceted struggles of graduate students, confronting burnout, political complexity, and societal crises like COVID-19 epidemic, racism, homophobia, transphobia, patriarchy, white supremacy, xenophobia, and ableism. The mass exodus of workers during the Great Resignation in the United States left many grappling with unemployment, debt, and existential uncertainty, feeling devalued and alienated in academic environments. The RACE Mentoring-Health and Spirituality group emerged as a pivotal initiative, providing essential support in the face of these challenges. The book highlights the critical issue of declining enrollment and completion rates in graduate programs leading to a staffing crisis in higher education. Students from marginalized communities are disproportionately impacted. In response, resilient students have formed supportive networks, showcasing their ability to adapt and thrive despite adversity. This volume of the RACE Mentoring series focuses on these students' survival strategies, self-care techniques, and insights into healing both personally and professionally. The contributors, sharing their diverse experiences, offer practical advice for navigating challenging landscapes. This work serves as a comprehensive guide for healing, growth, and finding inspiration amidst adversity, symbolizing a beacon of hope and resilience for those facing similar challenges. It is a testament to the power of community and perseverance in overcoming significant obstacles. ENDORSEMENTS: "I strongly recommend this book to all graduate students and their loved ones, as well as to higher education faculty, staff, and everyone committed to a more just world. Richard D. Williams and the other distinguished authors have cocreated a beacon of hope backed by diverse and scholarly rigor. It offers invaluable insights and practices for those facing unprecedented stress, burnout, and mental health challenges. This book is a must-read for anyone committed to personal and professional healing." — Monica L Hanson, Stanford University "Healing While Studying will be a transformative experience for readers who will feel as if they are conversing with trusted mentors – mentors who truly understand the unique challenges that minoritized graduate students face. The authors' insightful analysis, personal reflections, and strategies for healing, coping, and liberation are powerful, practical, and thought-provoking ideas that will challenge your assumptions and expand your understanding. In addition, the storytelling was captivating, and the author's ability to weave complex ideas into a coherent narrative was awe-inspiring. Whether you're just starting your graduate program or already well into your studies, this book is an invaluable resource for anyone seeking to navigate academia gracefully and resiliently. I highly recommend it to anyone who wants to heal while studying and thrive as a minoritized graduate student." — Cynthia A. Tyson, The Ohio State University
Download or read book A Sequential Explanatory Mixed Method Study of the Impostor Phenomenon Experiences of First Generation Students of Color at a Predominately White Institution written by Willie James Blackmon and published by . This book was released on 2018 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: First-generation students of color (FGSoC) experience the impostor phenomenon at predominately White institutions (PWIs) and lack the support that is needed in order to effectively navigate the realm of higher education. Continuing feelings of self-doubt, fear of being exposed, and feeling fraudulent illustrate the need for a support system for FGSoC to enable a network for success. Consideration of this issue is well illustrated in the literature. However, the impostor phenomenon is a somewhat unexamined barrier that is worthy of a platform to assist in the mobilization of FGSoC and the perceived lack of community this population faces in PWIs. Utilizing a sequential explanatory mixed-method, this research examined the experiences of FGSoC with impostor phenomenon at a PWI. The researcher sought to assess potential coping mechanisms of FGSoC and their ability to navigate the campus climate of PWIs by exploring cultural and social capital as it applied to their experiences. The questions posed in this study were: To what extent do first-generation students of color (FGSoC) experience the impostor phenomenon at predominantly White institutions (PWIs)? How do FGSoC describe their academic experiences with the impostor phenomenon? How do FGSoC describe their social experiences with the impostor phenomenon. Participants in this study identified a number of experiences during the one-on-one interviews. The findings revealed an instinctive need to learn how to navigate campus climate, rely on family, and control their internal dialogue. First-generation students of color also had to ask for help, addressing culture shock and battling survivor guilt. The participants' vulnerability and discernment led to the following conclusions. The FGSoC experienced inability to fully engulf themselves in a pre-existing culture, lack of empathy from faculty and staff at this PWI, comparing themselves to other students and relying on their overall fortitude. The recommendations that emerged from this study for senior level leadership were to implement a training around empathy and diversity for senior level leadership, mandate that all FGSoC attend summer transitions programs (Summer Bridge), and create a First-generational living learning community in the residence halls to promote a sense of community. The recommendations for FGSoC who have experienced the impostor phenomenon were to lead with a positive train of thought, seek out mentorship, and share positive or negative experiences with family. Participants in this study dropped their revealed their inner impostor by stating there was indeed a lack of support for FGSoC at this PWI.
Download or read book Historically Black Colleges and University Graduates Transitioning to Predominantly White Institutions for Graduate School written by Jessica T. Maxwell and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study was to explore the perceptions of recent Black, Historically Black Colleges and University graduates who chose to transition to a PWI for graduate school. The theory guiding this study was the self-determination theory of motivation developed by psychologists Ryan and Deci. This theory explains how intrinsic and extrinsic motivations and the fulfillment of autonomy, competence, and relatedness impacts human functioning and decisions. This theory was used to determine what motivational factors influenced Black, HBCU graduates to transition to PWIs for graduate school. The research design was a phenomenological approach exploring the perceptions of a group of Black students lived experiences within an HBCU that motivated them transition to a PWI for graduate school. The participants graduated from one of the 101 HBCUs and transitioned to a PWI for a graduate degree. The study focused on 10 Black, graduate students currently attending a PWI or recently graduate a PWI for graduate school. Semi-structured interviews, a focus group, and graduate student video of advice to undergraduate HBCU students was implemented to gain the perspectives from the HBCU graduates. Data analysis identified three major themes: institutional offerings, programmatic academic offerings, and social relationships and interactions.
Download or read book The Experiences of Black Doctoral Students in Clinical Psychology Programs at Predominantly White Academic Institutions written by Antoine M. Salvador and published by . This book was released on 2017 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Effect of Racial Identity Attitudes and World View on African American Graduate and Professional Students Experience of the Imposter Phenomenon written by Kimberly Maureen Ewing and published by . This book was released on 1990 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book We are One written by Loryn M. Taylor-Johnson and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Relation of Racial Identity Worldview and Academic Self concept on Imposter Feelings of African American Graduate Students at Predominantly White Institutions and Historically Black Colleges and Universities written by Chammie Claude Austin and published by . This book was released on 2004 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Imposter Phenomenon in Black Female Undergraduates written by Crystal M. Johnson and published by . This book was released on 2020 with total page 23 pages. Available in PDF, EPUB and Kindle. Book excerpt: Undergraduate students across America have reported feeling intellectually phony, and they often live with the fear of being labeled as a fraud. This internal experience occurs in spite of external success and accomplishments. The feeling that their success is due to luck, attractiveness, chance, or even hard work and not their competency, is known as imposter phenomenon (IP). Few studies have explored IP in minorities, and none have explored IP among students attending historically Black colleges and universities (HBCUs). To address the gaps in research, this study explored the relationship between first-generation status, type of schooling, GPA, geographical upbringing, socioeconomic status, class year, campus-connectedness, self-compassion, and IP scores among Black female undergraduate students.
Download or read book The IMPACT of the Scholarly Practitioner Doctorate written by Stephanie Smith Budhai and published by Stylus Publishing, LLC. This book was released on 2024-03-11 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: The IMPACT of the Scholarly Practitioner Doctorate: Developing Socially-Just Leaders to Make Equitable Change is a collection of shared counternarratives between EdD alums and their supervising professor mentors, detailing their dissertation in practice (DiP) journeys as scholarly practitioners and the impact of the scholarly practitioner doctorate on their paths from doctoral students to socially-just leaders in a wide range of educational fields. The IMPACT of the Scholarly Practitioner Doctorate posits these relationships as the catalyst in bringing theory learned in course work to scholarly research that is positioned within practice, focused on contributing to equity-centered work. The book serves as an exemplar learning companion to a wide audience and diverse EdD programs looking to modify, develop, or redesign their programs to align with The Carnegie Project on the Education Doctorate (CPED) concepts including signature pedagogy, laboratories of practice, inquiry as practice and mentoring and advising. The IMPACT of the Scholarly Practitioner Doctorate demonstrates how change in education, community, and organizations have been impacted in efficacious ways. EdD students and their supervising professors, faculty, and administrators will be able to use this book’s content as their own catalyst for building socially-just leadership knowledge, skills, and dispositions while preparing their EdD students to exhibit equitable change in the professional practice areas they are in. Perfect for courses such as: Introduction to Educational Research; Social Justice Education Foundations; Leadership for Equity and Social Change; Transformative Leadership; Foundations of Inquiry for Social Justice; Qualitative Inquiry for Social Justice; Critical Perspectives for Equity in Education; Engaging in Critical Social Theories for Designing Research for Equity and Social Justice; Reform and Change for Social Justice; Educational Leadership Development
Download or read book The Unvoiced Barriers of African American Females who Did Not Persist to Graduation from a Predominately White Technical College written by Alisa F. Kinnebrew and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative transcendental phenomenological study was to describe the lived experiences of African American female past students, regarding unvoiced barriers, at Seven Hills Technical College. The theory guiding this study was Tinto’s theory on student integration. Tinto believed that a student’s academic and social interactions are indicators of whether a student will be successful. The interpretive framework utilized in this study was critical race theory. The central research question guiding this study was: What are the lived experiences of African American female past students who did not persist to graduation from a predominantly White technical college? The sample included African American female past students who did not successfully persist to graduation. Data was collected using semi-structured interviews, document analysis, and a focus group. The analysis strategy process involved Moustakas’ seven-step thematic analysis method. After an in-depth analytical review, three themes were revealed. These themes include self-improvement, unpreparedness, and identity. Overall, utilizing the qualitative transcendental phenomenological approach allowed the researcher, participants, and the audience a space to understand the lived experiences of African American female past students.
Download or read book Women Professors written by Carmel Diezmann and published by Springer. This book was released on 2019-02-25 with total page 255 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores the career paths of Australian women who have succeeded in achieving professorships and beyond, where for the most part, such positions are predominately occupied by males. It also explores the gendered culture that exists across faculties and universities as reported by participants in a survey questionnaire of 525 new professors (female and male), and nearly 30 interviews of women in Australian higher education, either in small focus groups or individually. Futher, it identifies catalysts for and inhibitors of success for women and looks in depth at “the boys’ club” and how it impacts women’s progression. The book also highlights how critical life decisions — doctoral study, work and family — shape the careers of academic women. It identifies five distinct career profiles for women academics and the pressure points and effective support for each profile. Thus, this book can assist women academics who are making life decisions and those supporting their career progression. It also provides insights into why affirmative action initiatives to improve the proportion of women in the professoriate have had minimal impact despite considerable investment over the past 30 years.
Download or read book Searching for Support written by Krystle L. Hunter and published by . This book was released on 2015 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Key to Academic Success written by LaToya Blount and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The In class and Out of class Experiences of African American Undergraduates at a Predominantly White Midwestern University written by Mervin E. Chisholm and published by . This book was released on 2007 with total page 610 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book How I Got Over written by Brittany Barber and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This phenomenological study sought to understand how Black vertical transfer students experience interpersonal and academic validation at historically white institutions (HWIs). Rendon's (1994) validation theory provided a theoretical framework to examine their post-transfer experiences. A qualitative research design was used to collect data through one-on-one interviews with students who identified as Black, were at least 18 years old at the time of the interview, and had transferred to an HWI within the past six years. Once the analysis was complete, three themes emerged: invalidating HWI experiences, HWI peer validation, and pre-transfer validation experiences. The results revealed the unique experiences that Black vertical transfer students have at HWIs, the networks they rely on to navigate at these institutions, and the influence of Black families and peers on Black vertical transfer students' beliefs and experiences. Key recommendations are provided that could improve the support offered by institutions and Black transfer students peer and family networks.
