Abstract
This chapter describes the experiences of two Black women that have earned doctoral degrees from predominately white institutions, through their narratives. The authors described their experiences using the metaphorical backdrop of a storm. The beginning of their doctoral program represents the calm before the storm. Their experiences within their doctoral program symbolize the authors' movement through the eye of the storm. Finally, the description of the aftermath of the storm symbolizes their post-doctoral journey. They use Tinto's student integrations model as the lens to view their narratives. They describe their institutional experiences by elaborating on their goal and institutional commitments, and their academic and social systems. One of the social aspects of the institutional experience that helped them successfully navigate their doctoral program was inclusion in the Brown Gurlz. The Brown Gurlz is a group of Black women who need a space and place to collaborate and share experiences to benefit all that are in the group.
TopIntroduction
“Not all storms come to disrupt your life, some come to clear your path.” ~wellwisherlife.com
Hurricane season lasts from June to November. During these months, the Earth may be experiencing beautiful weather one day and enduring a harsh storm the next day. Hurricanes are dangerous and can cause major damage because of storm surge, wind damage, and flooding. The storm immediately causes the stratosphere to become tumultuous. Suddenly trees and landscapes are destroyed, cruise ships are in danger of capsizing and the calmness that existed prior to the storm is gone. Everyone tries to remain calm, while the storm is destroying everything in its path. It seems as if the storm is never going to end and it causes disastrous outcomes for those in its path. Then, suddenly, the storm ends, and things calm down. Afterwards, things do not always look as bad as they did during the storm. Some things are saved, some things are destroyed, and some things have been moved to make space for even bigger things.
The process of earning a doctorate is analogous to a life interrupted by a metaphorical hurricane. People go about their everyday life existing and being satisfied with the status quo. Life is perfect until the decision is made to begin a doctoral program, much like living through a hurricane. At this point, everything a person knows to be true is suddenly challenged. The feelings of incompetence and inadequacy start to infiltrate their view. Things seem as if they are about to fall apart and it feels as if the program is never going to end. The hurricane analogy is the only analogy that can do the experience of earning a doctorate degree any justice because, analogies are useful tools in qualitative research that make research more relatable. They are a way for researchers to make the strange more familiar. Analogies and metaphors are both two of the literary devices used in qualitative research to capture life like connections. Metaphors can also bring imagery and scenery into a story in a way that words may not begin to do (Dyson, 2007). Like other qualitative chapters that are set down in writing, the metaphorical thread, life, and the storm, is woven throughout this chapter and purposed to draw the reader into the story. Three questions focus and guide the narratives presented in this chapter:
- 1.
What support strategies should universities implore to ensure doctoral students progress to degree completion?
- 2.
What support strategies would be beneficial for doctoral students for the duration of their program?
- 3.
What supports do post-doctoral students need to assist in obtaining career goals?
This chapter details a reflection of the post dissertation and post-doctoral degree (post doc) experience of two Black females who attended a predominately white institution (PWI). Depending on the availability and influence of a mentor to steer them in the right direction, an individual can graduate from a program with all the tools necessary to obtain a position as a tenured professor or gain advancement in their current career, which are both ideal situations. However, some students are not as fortunate. They spent five years of their life taking coursework and writing their dissertation but were not prepared for life after the dissertation. Once they completed their program and graduate, they were left with questions of what to do next. They had little knowledge of how to begin writing and publishing articles. They were left with no idea of how to gain employment in higher education, or even how to become a conference presenter or whether the conference or journal is worth their time.
TopBackground
An auto-ethnographic frame is used to capture the personal narrative of two Black women and who have completed the same doctoral program at a PWI. Black feminist thought (BFT) provides a lens through which to view the narratives in the chapter. BFT emerges from traditional feminist theories to address the racial, gender and cultural experiences of Black women (Hill-Collins, 2000). Both race and gender have a distinctive, combined effect for Black women and lead to issues of adversity. Furthermore, Black women make meaning of this world from a different perspective than Black men or White women because of their roles in society and the barriers they face.
Key Terms in this Chapter
Analogy: A literary term used to show a comparison between two things for the purpose of clarification.
Academia: The environment concerned with the pursuit of scholarship, research and higher education.
Predominantly White Institution (PWI): The term used to describe an institution of higher learning in which 50% or more of their students enrolled are White.
Dissertation: A research or thesis used a culmination and requirement for the Doctor of Philosophy degree.
Professoriate: The body of professors at a university.
Dissertation MDIS: An alternative to the traditional dissertation because it is publication based. It allows students to begin publishing manuscripts prior to completing their degree.
Post-Doctoral: The time after the completion of a doctoral degree in which and individual plans to continue their academic work.
Auto-Ethnography: A research method wherein the researcher uses personal experiences as data to understand cultural experiences.