Disappointed but Not Surprised: A Critical Narrative Inquiry of Black Women's Doctoral Experiences in Agricultural and Life Science Disciplines

Torrie A Cropps, Purdue University

Abstract

Although institutions of higher education have been increasing efforts to recruit and retain Black women graduate students, Black women are still low in numbers in graduate programs. Black women have experienced decades of socio-historical challenges that impact their persistence and resistance in graduate education, with the most common being inadequate mentoring, poor socialization, perceived negative campus climate, gendered racial microaggressions, outsider-within status, and a diminished sense of belonging. The hostile climate and culture combined with the overwhelming whiteness of agriculture and life sciences (AgLS) sends a message to Black women that they do not belong in AgLS and perpetuates white supremacy.The purpose of this study was to describe how intersecting marginalized identities shape the experiences of Black women doctoral students in AgLS disciplines at Historically White Institutions (HWIs), and how those experiences shape their journey into or away from the professoriate. Two theoretical perspectives informed the study: Critical Race Feminism and Intersectionality. Three rounds of interviews were conducted via Zoom or in person with six Black women doctoral candidates in AgLS disciplines at HWIs. Initial, simultaneous, and narrative coding were used to analyze the data. There were four conclusions for the study. First, first-generation college and/or doctoral student status negatively impacted study participants’ experiences in navigating imposter syndrome. Furthermore, doctoral student-advisor relationships were also linked to imposter syndrome. Second, study participants were minimized and silenced due to attempting to avoid the Angry Black Woman stereotype. Third, departmental climate, campus climate, and sense of belonging are shaped by inclusive and/or exclusionary practices experienced in the academic environment. Finally, the normalization of whiteness negatively shapes campus and departmental climate, and thusly sense of belonging. Implications for practice, policy, and research were provided, as well as recommendations for future research.

Degree

Ph.D.

Advisors

Esters, Purdue University.

Subject Area

Agriculture|Educational administration

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