Author ORCID Identifier
Year of Publication
Doctor of Philosophy (PhD)
Educational, School, and Counseling Psychology
Dr. Kenneth M. Tyler
This research explored the intersectionality of race, class, and gender within the sources of self-efficacy (Bandura, 1997) underlying the socialization messages influencing African American women’s doctoral attainment beliefs. Twenty African American female/woman doctoral achievers completed an online survey, consisting of open-ended and multiple-choice response items, designed to identify and explore the sources of self-efficacy influencing African American women’s doctoral attainment beliefs. Eleven participants participated in focus interviews to expand upon and clarify initial survey responses.
Thematic analysis (Braun & Clarke, 2006) and tenets of critical race theory (Ladson-Billings & Tate, 1995; McCoy & Rodricks, 2015) were used to analyze the sources of self-efficacy and the intersectionality of race, class, and gender within the socialization messages identified by participants as influencing their doctoral attainment beliefs. Among the sources of self-efficacy, participants frequently described vicarious experiences (co-op and internship opportunities) and social persuasions from family, friends, and faculty as influencing doctoral attainment beliefs. The following themes were identified as salient in shaping African American women’s doctoral attainment beliefs: 1) a voice at the table; 2) faith; and 3) experiential knowledge and support.
Findings from this study illuminate the salience of doctoral attainment beliefs to African American women’s doctoral pursuit and attainment. Recommendations and implications for African American women’s doctoral program retentionand completion are discussed.
Digital Object Identifier (DOI)
Hazelbaker, ReShanta Camea, "BELIEVING IN ACHIEVING: EXAMINING AFRICAN AMERICAN WOMEN’S DOCTORAL ATTAINMENT" (2019). Theses and Dissertations--Educational, School, and Counseling Psychology. 81.
Available for download on Saturday, March 13, 2021