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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
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