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DRAWING ON RESOURCES AND LEARNING TO PERSEVERE IN GRADUATE EDUCATION: SOCIOCULTURAL AND PROGRAMATIC FACTORS THAT CONTRIBUTED TO SUCCESSFUL COMPLETION OF EDUCATION DOCTORAL PROGRAMS BY AFRICAN AMERICANS AT HISTORICALLY WHITE INSTITUTIONS by MINAVIA GUADELOUPE-WILLIAMS (Under the Direction of TALMADGE C. GUY) ABSTRACT African Americans are grossly underrepresented among doctorates in American society. Current literature purports negative social encounters, inadequate mentoring, and limited financial support are key factors contributing to their underrepresentation. The situation is exacerbated by lower-than-acceptable efforts from the nations’ top universities in producing African American doctorates and the prohibitive rate of attrition from doctoral programs. These challenges, notwithstanding, more African Americans enter and graduate from the field of education than from any other field. African Americans with doctoral degrees in education offer a best case scenario for research on factors that influence students from this group persistence in their programs. Nonetheless, knowledge of doctoral completion among African Americans, that research with this group offers, remains untapped. Little research has addressed African American education doctorates social learning experiences in their programs, the social and cultural capital and other resources they brought to their studies, or how this knowledge can help increase the numbers of African American students who graduate from doctoral programs. The purpose of this qualitative study was to understand the social, cultural, and programatic factors that contributed to the successful completion of education doctoral programs by African Americans at historically white institutions. Data analysis was accomplished through a set of narrative analysis tools. The results of the study are: 1) to complete their doctoral degrees African American students had to overcome interpersonal and intrapersonal effects of racism; 2) resources that positively influenced doctoral education for African Americans were the supportive environments that programs created for financial help and students’ intellectual, psychological, and emotional safety; 3) degree completion was influenced by students’ use of cultural capital; 4) degree completion was influenced by students exercising agency: taking control of their circumstances, and redefining their positions in their universities; 5) relationships played a key role in degree completion in that they created opportunities, provided support, and were frameworks for collaboration. Implications are identified and recommendations for improving doctoral completion for African Americans are discussed. INDEX WORDS: Adult Education, African American doctoral graduates, Agency, Cultural capital, Cultural dissonance, Critical race theory, Deterrents, Doctoral completion, Graduate Education, Historically white institutions, Narrative analysis, Narrative inquiry, Qualitative research, Racism, Social capital, Sociocultural theory, Self-help DRAWING ON RESOURCES AND LEARNING TO PERSEVERE IN GRADUATE EDUCATION: SOCIOCULTURAL AND PROGRAMATIC FACTORS THAT CONTRIBUTED TO SUCCESSFUL COMPLETION OF EDUCATION DOCTORAL PROGRAMS BY AFRICAN AMERICANS AT HISTORICALLY WHITE INSTITUTIONS by MINAVIA GUADELOUPE-WILLIAMS B.S., Mercer University, 2002 M.Ed., University of Georgia, 2004 A Dissertation Submitted to the Graduate Faculty of The University of Georgia in Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY ATHENS, GEORGIA 2009 © 2009 Minavia Guadeloupe-Williams All Rights Reserved DRAWING ON RESOURCES AND LEARNING TO PERSEVERE IN GRADUATE EDUCATION: SOCIOCULTURAL AND PROGRAMATIC FACTORS THAT CONTRIBUTED TO SUCCESSFUL COMPLETION OF EDUCATION DOCTORAL PROGRAMS BY AFRICAN AMERICANS AT HISTORICALLY WHITE INSTITUTIONS by MINAVIA GUADELOUPE-WILLIAMS Major Professor: Talmadge C. Guy Committee: Juanita Johnson- Bailey Laura Bierema Maureen Grasso Electronic Version Approved: Maureen Grasso Dean of the Graduate School The University of Georgia December, 2009 DEDICATION This dissertation is dedicated to my son, Sean; to all my nieces, Jana, Kelly, Kimberly, Robin, Sabrina, Natasha, Imani, Corrie, Chris, Leah, Brittany, Dannielle, Tamara, Tasha, Brianna; and my nephews: Dexter, Aaron, Brandon, Alex, Earl, Glen, Elijah, Daniel, Nevin, Kelson, Orrann, Fashi, Clay, and Kiajam Mbinguni wako yenu ni kikomo, hakuna kitu kingine (Your sky is your limit, nothing else). iv ACKNOWLEDGEMENTS My God Is! I know. Without His mercies and sustaining power this dissertation would be naught. Even before I made the decision to follow this special path, You had already cleared the under bushes: removed the thorns, and briars and nettles and peopled it with Your angels. We had won this journey before I started. Mum, Awesome Mother, thank you for instilling in your children that education is a ―must have‖ even if your quest for it was cut short. You gave to us your love, grit, and our strong sense of self. We listened and learned and used them wisely. I thank you for love and those other precious gifts. To my committee members: Dr. Bierema, you are one of the ―angel people‖. You would not let me say no to me; excuse myself from getting on that path— beginning that race. Do you remember? Your uninhibited enthusiasm when you knew that I had even the slightest interest in pursuing doctoral education and your willingness to help make it happen were not lost on me. Thank you for your trust, for seeing the possible when I could not. Dr. Johnson-Bailey, you are so many things to so many students: A door opener, champion, advocate, protector, strategist, scholar, servant-leader, sage, and friend. You get students on their paths and you run with them. Your ability to ―sense‖ your students’ uncertainties, your willingness to share your our struggles, your no- nonsense, pragmatic advice and your ―it en’t right let’s fix it‖ approach to students’ issues are characteristics that many of your students observe and try to emulate. Thank you for being you. Dr. Grasso, you gave me the opportunity to observe the real world of v doctoral education – to find a research interest that grabbed my attention and to hold it; an area where I can use my passion for good. This research developed partly because of that opportunity. Thank you for illuminating my path. Dr. Guy, God must have known I would be little…just a tad bit, skittish before I ended this race. So, he carefully hand picked you to be my Dissertation Chair. Your patience, questioning, quiet, deliberative style was a perfect foil for this student. Your scholarly inputs have opened new avenues of thought for me. Thank you for your tendency to chisel and sculpt not slash and burn and for recognizing that students are not empty vessels only to be filled. To the rest of the Adult Education and SQUIG faculty and staff: Dr. Cervero, Dr. Merriam, Dr. Ruona, Dr. Hill, Dr. Sandmann, Dr. Roulston, and Dr. Preissle. You challenged me to think from the other side. I know other students would agree with me; you do excellent work. Cindy, Amy, Denise, Susie, Linh, Theresa, Margaret, and Johnny students tarry because you work so hard to make it so easy, for us to want to stay. Thank you all for your support and for cheering us on. Robin, for your patience and for trying so hard to schedule my dissertation defense, I thank you. David, I really appreciate your help. Krista, Regina, Andrea, and all of you at the Graduate School, who work behind the scenes to ensure ―another student makes it through‖, we see your efforts and we don’t ever take you for granted, thank you! To the 11 African American doctoral graduates who participated in this research inquiry, you who came back to lend a helping hand. Thank you for modeling the way. I promise to pass it on in your name. vi To my friends: Ingy, girl-friend, after God made you he threw away the mold. There is no other friend like you. Thank you your unselfishness, unquestioning commitment, and love. You were so sure I could do this you added D. R. before my name years before I even attempted graduate school. Kelson and Nevin you have the greatest mum. Rick, you have the best wife. Thank you all for sharing her with me. Marcella, Mildred, Sandy, Monica, Jackie, Sonia, and Cheryl your support and our talks helped me make it. I could not have crossed the finish line if you had not been in my corner. Ken, you are the best librarian. To all the people who contributed to this journey, who wished me well and made this easier, thank you! To my sisters, brothers, sister-in-law, and dearest brothers-in-law, thank you for your patience and support, for listening, for critiquing my work, and taking my share of the responsibility when I was not able to. I love you all. Finally, to my dearest husband and my wonderful son, I chose to thank you last only because I knew you would want me to thank others first and even so, only because I know, that you know, you are never last….Larry and Sean, thank you for giving me the time to do this, for being my rock, my oasis through it all. I love you both. vii TABLE OF CONTENTS Page ACKNOWLEDGEMENTS .................................................................................................v LIST OF TABLES ............................................................................................................. xi CHAPTER 1 INTRODUCTION .............................................................................................1 Conceptual Framework for Studying Doctoral Completion among
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