Learning To Read Each Other: Black Female Graduate Students Share Their Experiences at a White Research I Institution
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| Title: | Learning To Read Each Other: Black Female Graduate Students Share Their Experiences at a White Research I Institution |
|---|---|
| Language: | English |
| Authors: | Williams, Meca R., Brewley, Denise N., Reed, R. Judith |
| Source: | Urban Review: Issues and Ideas in Public Education. Sep 2005 37(3):181-199. |
| Availability: | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com. |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2005 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education |
| Descriptors: | Graduate Students, Mentors, African American Students, Females, Experience, Whites, Graduate School Faculty, Community Services, Racial Identification, Student Empowerment, Personal Narratives, Racial Relations, Teacher Student Relationship, Student Experience, Diversity (Institutional), Institutional Evaluation |
| DOI: | 10.1007/s11256-005-0008-0 |
| ISSN: | 0042-0972 |
| Abstract: | This paper uses Black Feminist Thought to explain the lived experiences of three Black female graduate students at a White Research I institution. Through mentoring from Black female professors, the students received instrumental and psychosocial support that helped them to navigate through their graduate level work. Common themes of identity, community service missions, and empowerment provides a thread that ties the student's narratives together. We close by offering some suggestions for further research on the Black graduate experience and mentoring Black graduate students. |
| Abstractor: | Author |
| Entry Date: | 2006 |
| Accession Number: | EJ734157 |
| Database: | ERIC |
| Abstract: | This paper uses Black Feminist Thought to explain the lived experiences of three Black female graduate students at a White Research I institution. Through mentoring from Black female professors, the students received instrumental and psychosocial support that helped them to navigate through their graduate level work. Common themes of identity, community service missions, and empowerment provides a thread that ties the student's narratives together. We close by offering some suggestions for further research on the Black graduate experience and mentoring Black graduate students. |
|---|---|
| ISSN: | 0042-0972 |
| DOI: | 10.1007/s11256-005-0008-0 |
