My Story, My Identity: Doctoral Students of Color at a Research University

• Autores: Audrey J. Jaeger, Karen J. Haley
• Localización: Qualitative Research in Education, ISSN-e 2014-6418, Vol. 5, Nº. 3, 2016 (Ejemplar dedicado a: October), págs. 276-308
• Idioma: inglés
• DOI: 10.17583/qre.2016.2019
• Títulos paralelos:
  • Mi historia, Mi Identidad: Estudiantes de Doctorado de Color en una Investigación de la Universidad
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Estamos profundamente preocupados por la escasa representación de la facultad de color en la academia; por lo tanto, abordamos la cuestión de cómo y por qué los estudiantes de doctorado de color eligen una carrera en particular. Este estudio de investigación cualitativa, a través de las voces de los participantes, identifica y explica los obstáculos, tanto visibles como invisibles, que encuentran los estudiantes de doctorado de color al considerar las carreras académicas. Las historias de dirigir los esfuerzos para lograr el cambio a través de la búsqueda de una educación avanzada son historias de la acción individual. Al mismo tiempo, su educación no era un esfuerzo individual; más bien, estos estudiantes de color buscaron una educación avanzada, para sí mismos y también para los demás. Estos resultados sugieren implicaciones específicas para la práctica que se centran en las perspectivas únicas de los estudiantes de doctorado de color.

  • English

    We are deeply concerned about the small representation of faculty of color in the academy; thus, we address the question of how and why doctoral students of color choose a particular career path. This qualitative research study, through the voices of the doctoral students of color, identifies and explains both the overt and covert obstacles encountered by graduate students of color in their consideration of academic careers. The stories of leading change efforts through the pursuit of an advanced education are stories of individual agency. At the same time, their education was not an individual effort; rather, these students of color pursued an advanced education both for themselves and for others. These results suggest specific implications for practice that focus on the unique perspectives of doctoral students of color.

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