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“This Semester was Everything”: Doctoral Students’ Experiences with Black Women Faculty.

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Title: “This Semester was Everything”: Doctoral Students’ Experiences with Black Women Faculty.
Authors: French, Amy1 amyfrench49@gmail.com, Elue, Chinasa2
Source: Journal of Negro Education. Fall2022, Vol. 91 Issue 4, p460-475. 16p.
Subject Terms: *Doctoral students, *Semester system in education, *Education of African American women, *Diversity in education, Feminist theory
Abstract: This study aims to explore the experiences of doctoral students who were enrolled in courses taught by all Black women faculty at a predominantly White institution. Using phenomenology, 19 student interviews were conducted to examine the lived classroom experiences of students being exposed to different pedagogical and epistemological traditions. Drawing from critical feminist theory, three themes emerged from the data collected. The findings highlight the need for further understanding of diversity in graduate programs. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Negro Education is the property of Howard University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: “This Semester was Everything”: Doctoral Students’ Experiences with Black Women Faculty.
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  Data: <searchLink fieldCode="AR" term="%22French%2C+Amy%22">French, Amy</searchLink><relatesTo>1</relatesTo><i> amyfrench49@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Elue%2C+Chinasa%22">Elue, Chinasa</searchLink><relatesTo>2</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Negro+Education%22">Journal of Negro Education</searchLink>. Fall2022, Vol. 91 Issue 4, p460-475. 16p.
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  Data: *<searchLink fieldCode="DE" term="%22Doctoral+students%22">Doctoral students</searchLink><br />*<searchLink fieldCode="DE" term="%22Semester+system+in+education%22">Semester system in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+of+African+American+women%22">Education of African American women</searchLink><br />*<searchLink fieldCode="DE" term="%22Diversity+in+education%22">Diversity in education</searchLink><br /><searchLink fieldCode="DE" term="%22Feminist+theory%22">Feminist theory</searchLink>
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  Data: This study aims to explore the experiences of doctoral students who were enrolled in courses taught by all Black women faculty at a predominantly White institution. Using phenomenology, 19 student interviews were conducted to examine the lived classroom experiences of students being exposed to different pedagogical and epistemological traditions. Drawing from critical feminist theory, three themes emerged from the data collected. The findings highlight the need for further understanding of diversity in graduate programs. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Negro Education is the property of Howard University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: English
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      – SubjectFull: Semester system in education
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      – SubjectFull: Education of African American women
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              Text: Fall2022
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