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• W2695181422 abstract "With the falling percentage of Black males attaining doctoral degrees (National Center for Educational Statistics, 2009), research on their experience and the challenges they face becomes imperative. An area of concern for Black male doctoral students, especially those attending predominantly White institutions (PWIs) are their struggle to gain support in their programs. There is a limited, but consistent literature that indicates Black graduate students often suffer from marginalization, isolation, and discrimination, both within their programs and at the institution where they matriculate that impedes their development of supportive networks (Felder & Barker, 2013; Gildersleeve & Croom, 2011; Ellis, 2001; Lewis, Ginsberg, Davies, & Smith, 2004; Turner & Thompson, 1993). Sufficient social support contributes to a number of academic outcomes including persistence (Gloria, Kurpius, Hamilton, & Willson, 1999), sense of belonging (Hagerty, Williams, Coyne, & Early, 1996) and adjustment (Tinto, 1975). Specifically for doctoral students, social support, particularly from faculty and peers in a student's program, facilitates socialization into academic roles (Sweitzer, 2009). In this article, we examined the social support networks of Black male doctoral students in higher education administration programs. Specifically, we sought to understand how the interaction between gender and race, influenced the composition of the students' networks, the type of support offered, and the socialization experience. Limited research exists that specifically examines support networks of the graduate students. For example, in a study of the developmental networks of doctoral students in a highly rated business program, Sweitzer (2009) found students relied on faculty, peers, and family for support; however, family and peers unrelated to the academic program provided markedly different support than those associated with the program. In their study on the support networks of Black professional and graduate students, Defour and Hirsch (1990) found that Black students who developed social support networks that facilitated social integration into their departments reported greater satisfaction with their performance. These results indicate the profound influence of social support networks on the graduate experience. Although both aforementioned studies aid in our understanding of the influence of support networks on the graduate experience, there appear to be no studies that examine doctoral student support networks specifically in the context of race and gender. Scholars have found that Black doctoral students often have different experiences than White doctoral students (Nettles, 1990; Turner & Thompson, 1993). Additionally, Ellis (2001) found that Black male doctoral students reported a qualitatively different experience than Black female students. Therefore, it is important to examine the social support networks of Black male doctoral students to understand how the composition of their support networks affects their doctoral experience. Thus, using qualitative research methods, the purpose of our study was threefold: (1) to determine who was included in the social support networks Black male doctoral students in Higher Education Administration (HEA) programs at PWIs, (2) to examine what kind of support members of these networks offer, and (3) to examine how these support networks influenced the student's socialization. We begin this paper discussing the role of higher education programs and graduate student socialization, focusing on the agents that facilitate the process. Within the discussion, we will highlight the socialization experiences of Black doctoral students attending PWIs. We then present the theoretical framework, social network theory, which informs our data analysis. We conclude this article with a discussion of the key findings and implications for practice. Literature review The field of higher education emerged over the last 120 years. …" @default.
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• W2695181422 date "2016-06-22" @default.
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• W2695181422 title "The social support networks of black males in higher education administration doctoral programs: An exploratory study." @default.
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