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.
Doctoral Education, Student Success, African Americans, Doctoral Persistence, and Doctoral Degree
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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. Retrieved from http://nsuworks.nova.edu/tqr/vol15/iss3/1