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Cited by 114Doctoral Education Challenges and SolutionsCritical Race Theory in EducationHigher Education Research Studies

Understanding Race in Doctoral Student Socialization

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Petrease Felder, Pamela, C. Stevenson, Howard, Gasman, Marybeth·2014·International Journal of Doctoral Studies
DOI 10.28945/1947
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Abstract

Qualitative data from 11 African American doctoral degree completers in the field of education are analyzed to identify how race intersects with faculty advising and mentoring, faculty behavior, and faculty diversity and the ways in which they support or hinder doctoral student socialization.Race is considered as an influence on the academic processes associated with socialization during doctoral study.Previous research highlights that racial experiences are a significant aspect of academic success and persistence for specific racial and ethnic groups.However, very little is known about race as it relates to doctoral student socialization, specifically.A racial socialization framework serves as a guide for examining the confluence of race and doctoral student socialization.This study is guided by the following questions: In what ways are racial experience engaged during the doctoral process?How does the racial experience support or hinder doctoral student socialization?In what ways does the racial experience influence doctoral student degree completion and success?The faculty-student relationship is highlighted as a key feature of understanding racial experience as it relates to the doctoral student socialization.Findings present several situations where race is considered as intellectual and identity priorities as students experience doctoral student socialization.Several strategies are presented to support students who consider race during the doctoral process in an effort to promote their academic success and degree completion.

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  • Identification as part of a visible minority contributes to academic experiences and decision-making.

    “Identification as part of a visible minority contributes to academic experiences and decision-making (Felder et al., 2014).”

    From PhD Pathways in Canada: Sociodemographic and Disciplinary Influences That Impact Pathway, Duration, and Outcomes (2026) · cites this paper as Felder et al., 2014

    The Faculty Advising and Support section says racial perceptions can lead students to question their investment in an academic community, supporting the link to academic experience and decisions. But the study concerns African American doctoral students at one site, not visible minorities generally; it also says it did not measure participants’ identification with African American identity. Page numbers were unavailable in our copy. (LLM, conf=0.86)

    Experimental — accuracy not yet measured

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Research works printed but not linked: 33

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Cited by

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Authors
Petrease Felder, P., C. Stevenson, H., & Gasman, M.
Affiliations
  • University of Pennsylvania
  • University of Pennsylvania (US)
ORCID
Gasman, Marybeth
Venue
International Journal of Doctoral Studies
Publisher
Informing Science Institute
Published
2014
Volume
9
Pages
021-042
ISSN
  • 1556-8865 (ISSN-L)
  • 1556-8881
  • 1556-8873
DOI
10.28945/1947
OpenAlex
W2165864160
Cited by
114
References
3
Citations by year
2026: 5 · 2025: 5 · 2024: 11 · 2023: 12 · 2022: 12 · 2021: 12 · 2020: 15 · 2019: 13 · 2018: 12 · 2017: 5 · 2016: 9 · 2015: 2 · 2014: 1
FWCI
10.24
Type
journal article
Language
en
Open access
Licence
Locations
International journal of doctoral studies (publishedVersion, cc-by-nc)
Topics
  • Health Sciences › Health Professions › General Health Professions › Doctoral Education Challenges and Solutions
  • Social Sciences › Sociology and Political Science › Critical Race Theory in Education
  • Social Sciences › Education › Higher Education Research Studies
Keywords
race, doctoral students, socialization, doctoral education

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