Doctoral Dissertations

Date of Award

12-1996

Degree Type

Dissertation

Degree Name

Doctor of Philosophy

Major

Education

Major Professor

Richard Wisniewski

Committee Members

Cynthia Fleming, Carol Kasworm, Clinton Allison

Abstract

Understanding the experiences of Black scholars at predominantly White colleges and universities is essential as mainstream American institutions of higher education seek to increase minority populations on their campuses. This study examined the educational experiences of Black doctoral graduates who were awarded doctoral degrees at a predominantly White university. The study addressed their race related experiences, the strategies they employed to successfully complete their doctorates and the institutional practices that helped or hindered their success. In addition, their thoughts on how well their undergraduate educational experiences prepared them for graduate school as well as the professional goals they pursued after graduation were examined.

Data were collected using questionnaires and interviews. Influenced by phenomenological methodology, the data were analyzed by examining text and identifying prominent themes. The findings revealed that race related difficulties were experienced by approximately one-third of the graduates. Assumptions held by some Whites that Black people are intellectually inferior and have been given handouts by the larger society were evident in some of the reported incidents. Race related difficulties were manifested in unfair treatment, underestimation of abilities, denial of opportunities, exclusion and insults.

The primary strategies used by doctoral students in completing the process included a strong sense of self and of connectedness. The strong sense of self included determination and a proactive mindset about racial issues. Connectedness included spirituality, relationships with others and an acknowledgment of their place in the history of the Black struggle as well as the influence of their accomplishments on future generations.

The findings indicate that a larger Black population is needed in order for Black graduate students to truly share their experiences and unique concerns. While the university offers financial and professional development support for Black graduate students, it has fallen short in the area of retention.

In evaluating the impact of their undergraduate training, those who attended predominantly Black undergraduate institutions and those who attended predominantly White institutions ranked their academic preparation comparably. Though participants reported that the White and Black institutions prepared them socially and psychologically for graduate school, the Black schools provided greater opportunities for social and psychological support. Those who attended Black institutions were also relieved of the burden of racism which 25% of those who attended White schools reported as having experienced.

The graduates have largely pursued career goals in academe in either teaching or administrative capacities. Three-fourths of those in institutions of higher education work at predominantly White colleges and universities.

Gender related and generational differences were found in their memories of the university, the types of difficulties experienced, and the incidence of racism. While race related difficulties were experienced by approximately one-third of the population, these difficulties did not characterize their overall graduate school experiences. Less than 10% of those who reported race related difficulties reported negative memories of the university.

The graduates came to the university expecting that, for some Whites, their presence would be a problem. In the face of racial difficulties, the graduates refused to allow the negative actions of a few to impede their progress or to characterize their experiences at the university.

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