A Phenomenological Study of African American Women in Predominately White Graduate Schools

Abstract

This dissertation study utilized narrative approach to examine African American women’s lived experience of pursuing a doctoral degree in liberal studies in a predominately Caucasian environment. The purpose of this study was to explore women’s perceptions of their experience in order to address issues African American women continue to face while they pursue higher education. The findings of this study provided thematic analysis of women’s experiences, which highlighted that women experience distinct cognitive, emotional, relational, social, educational, and professional challenges during their doctoral training. This research sought to inform not only educators and clinicians about unique needs and experiences Africa American women face when pursuing education at predominately White institutions, but also to inform and support women themselves. The findings may also serve to guide policies and educational practices in relation to the needs of minority students.