The lived experiences of African American doctoral students at a predominantly white institution

Abstract

There are many facets that make up a doctoral student’s life such as work, social, and family, and it is important to investigate their interactions and dynamics. The purpose of this study is to examine the personal experiences of African American doctoral students pursuing doctoral degrees at predominantly White institutions. Using a Grounded theory methodology as influenced by Critical Race Theory framework, I explored and conceptualized the multiple roles that 15 African American doctoral students must negotiate to successfully complete their programs. The themes that emerged from the data were space/ community, mentorship and advisor relationships, Being Other, Growth and Wellness.