“People open the doors and they believe by opening the door we are getting in, and yes, we are getting in. But in order to get into a house, you need an invitation, and you need the owner of the house to be there to welcome you. Otherwise, you feel like a robber or a burglar.” — Hispanic Student
“So often your full professors [and] your associate professors are predominantly White. And as you go through your program you might not question it because it becomes just a normal thing. … And even at the assistant level they are primarily White, and you go, “What’s up with that?” Eventually, you question that and it has an effect on your academic self-esteem, your self-worth.” — African-American Student
These are the voices of under-represented doctoral students who participated in a recent research study regarding the cultural and institutional issues they face. Fifteen minority doctoral students were selected to share their experiences. They represented three types of universities in different states: a predominantly White institution, a historically Black university and a racially mixed campus.
Before findings are summarized, it is important to offer some context. Historically, obtaining a doctoral degree has been an important pipeline for producing leaders in a variety of disciplines. The good news is that African-American, Hispanic/Latino, and American Indian students are entering doctoral programs at higher percentages than any previous time in history. The bad news is that, in 2003, these three under-represented groups combined receive less than 10 percent of all doctoral degrees conferred, according to the National Center for Education Statistics. More than half of those who enroll in a doctoral program leave before graduation.
Previous research has identified a number of barriers facing doctoral students, but few current studies focus specifically on the challenges under-represented students face. This study focused on documenting those voices, with all findings available in a larger report. This brief article offers just a snapshot.
Data revealed that these minority doctoral students encounter a variety of potential barriers, including family and first generational issues, inadequate educational preparation, unclear institutional policies and procedures and “chilly” departmental climates. Overwhelmingly, issues associated with race/ethnicity permeated every cultural and institutional barrier identified in this study.
