On Doctoral Student Development: Exploring Faculty Mentoring in the Shaping of African American Doctoral Student Success

Authors

Pamela Felder, Columbia UniversityFollow

Abstract

This study examines the influence of faculty mentorship in the shaping of African American doctoral student success. A case analysis framework is used to investigate the belief systems that doctoral students held about their doctoral experience. Data collection involved a one-phase semi-structured interview protocol used to gather information about these experiences from a post-degree perspective. African American doctoral degree completion is addressed as a critical function of student success within an elite educational context. Results of the study demonstrate that the African American doctoral degree completion is complicated by students' perceptions of faculty advising, faculty behavior and the lack of diverse faculty leadership.

Keywords

Doctoral Education, Student Success, African Americans, Doctoral Persistence, and Doctoral Degree

Publication Date

3-1-2010

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.

DOI

10.46743/2160-3715/2010.1160

Recommended APA Citation

Felder, P. (2010). On Doctoral Student Development: Exploring Faculty Mentoring in the Shaping of African American Doctoral Student Success. The Qualitative Report, 15(3), 455-474. https://doi.org/10.46743/2160-3715/2010.1160