I’m A Black PhD, and I Still Have to Fight!

Despite progress in education equity, significant disparities persist in the demographics of PhD graduates in South Africa. While Black South Africans constitute the majority of the population, they remain underrepresented among doctoral graduates. This paper explores the personal experiences of a Black South African PhD graduate who has spent nearly a decade assisting and mentoring PhD candidates from diverse backgrounds. The main question this paper seeks to address is: How do personal mentoring experiences contribute to the success and retention of PhD candidates, particularly those from underrepresented groups? The theoretical framework for this study is based on Critical Race Theory (CRT), which examines the role of race and racism in perpetuating social disparities. CRT is relevant as it provides insights into the structural challenges faced by Black PhD candidates and the importance of mentorship in overcoming these barriers. Methodologically, this study adopts a qualitative approach, relying on narrative inquiry to capture the nuanced experiences of the author. As the focus is on personal experiences, there is no sampling or sample size. Ethical considerations include maintaining the confidentiality and anonymity of the mentees, as well as obtaining their consent for sharing specific anecdotes. Proposed findings suggest that personalized mentorship plays a crucial role in not only academic success but also in building confidence and resilience among PhD candidates. The significance of this study lies in highlighting the impact of mentorship on diversifying the academic landscape and providing insights into effective support mechanisms for future PhD candidates.

In this short contribution, I witness the underrepresentation of Black PhD students and scholars in the UK academy, and I reflect on my use of Twitter to build a constellation of connections to Black PhD researchers, academics, and activists to think with and learn with. I write this in the form of a tweet thread, a method of scholarly writing that I learned from Black activists, students, and academics on Twitter, and I use this space to mention meaningful learnings from individuals in my own constellation of connections.

Vinayagamoorthy Sivakumar MSc, DIC, PhD, PGCHET Senior Lecturer, Queen’s University Belfast, UK Jane L. Boyd MEng, PhD Lecturer, University of Ulster, Belfast, UK Jonathan A. Black PhD, PGCHET Lecturer, University of Sheffield, UK James A. McNeill MSc(Eng), FGS, CGeol Senior Engineer, Queen’s University Belfast, UK Colin J. Serridge EurGeol, CGeol, FGS, MIQ, MCIHT Chief Engineer (Ground Improvement), Balfour Beatty Ground Engineering Ltd, Manchester, UK Barry C. Slocombe MSc Engineering Manager, Keller Foundations, Coventry, UK Alan L. Bell PhD Technical Consultant, Keller Group plc, London, UK

Based on an in-depth discussion between us (six Black PhD and early career researchers), this work explores burgeoning Black feminist and digital media studies in Britain. Our article is rooted in dialogue about Black feminist digital culture, communications, aesthetics, joy, and our different yet interconnected scholarly experiences. We consider who and what shapes the work that we do, the way we approach it, and how it has developed in recent years. Specifically, our thoughts relate to five expansive and interlinked themes: 1. Digital Blackness, Twitter, and Community-Building, 2. Aesthetics, Archives, and Knowledge Production, 3. Pressures, Projections, and Power Dynamics, 4. Research on/as Black Feminist Joy and Pleasure, 5. The Politics of Research. By reflecting on our research and encounters in academia we provide an overview of key aspects of Black feminist and digital media studies in Britain, including how such scholarship is impacted by the specifics of where we are (and have been) located. In doing so, we share insights at the nexus of Black studies, digital studies, cultural studies, and feminist media studies that foreground possibilities, problems, playfulness, and pleasure that can be part of doing Black feminist and digital media studies work in Britain.

Introduction: Black PhD journeys in context

Approximately 50 years ago, the Kerner Commission Report cited pervasive racial discrimination in training, education, and employment as a contributor to Black–White inequality and stratification in the United States. This article considers if the Kerner Commission Report incentivized and possibly caused an increase in the production and hiring of Black PhD economists in academia. With longitudinal data on counts of economic doctorates earned by Black Americans employed in economics departments between 1957 and 2018, we estimate the parameters of count data specifications that accounts for the 1968 Kerner Commission Report dichotomously. Parameter estimates from mixed and fixed effect Poisson, negative binomial, and Poisson quantile specifications suggest that while the Kerner Commission Report generally had a positive effect on the number of Black American economics doctorates employed as faculty, it had no effect on the hiring of Black economists at the typical research institution and PhD-granting economics department. Our results suggest that similar to the Kerner Commission Report characterization of the United States being two separate racially stratified societies, approximately 50 years later research institutions and PhD-granting economics departments in the United States are similarly racially stratified.

Introduction: Black PhD journeys in context

In this article, authors Alexia Angton and Ebony K. Williams consider their experiences with social support and community building during and after completing their PhDs. Their reflection offers insights into how these elements of their academic journey fostered the development of their respective scholarly identities. They also share thoughts on starting a writing support group as a part of one's graduate school experience.

In 1894, W. E. B. Dubois completed coursework for a doctorate in economics at the University of Berlin, and in 1921, Sadie Alexander was the first Black American to earn a doctorate in economics at the University of Pennsylvania. Notwithstanding these rare early accomplishments by Black Americans in economics, there seems to be a more than one century “color line” in the hiring of Black economists in the United States academic labor market. The persistence of Black economist underrepresentation in economics faculties in the United States suggests that a color line constraining the hiring of Black economics faculty endures. In general, and in particular among economics doctorate–granting institutions in the United States, when sorting them by the number of Black Americans on the economics faculty, the median economics department has no Black economics faculty. Findings from the extant literature on the hiring and representation of Black economists suggest that the underrepresentation of Black PhD economists in economics faculties is consistent with, and conforms to, a history of racially discriminatory employment exclusion. This color line could be constraining the production of economics knowledge that can inform public policies that would reduce racial inequality and improve the material living standards of Black Americans in the United States. Future research on the underrepresentation of Black PhD economists in economics faculties in the United States could potentially benefit from accounting for unobservables that may matter for the supply and demand of Black PhD economists. This includes, but is not limited to, what is not observed about individual PhD economist mentoring experiences and parental occupational backgrounds.

Description of Graphic on the cover of the October issue of JEE 109(4)Professoriate Bound: Online Coaching for Black Engineering ScholarsAnn Varnedoe 1, Dara E. Naphan‐Kingery 2, Ebony O. McGee 1, and William H. Robinson 11 Explorations in Diversifying Engineering Faculty Initiative (EDEFI), Vanderbilt University, Nashville, TN2 Department of Social Sciences and Cultural Studies, Western New Mexico University, Silver City, NMProfessoriate Bound is a gender‐identity and race‐conscious virtual coaching program that focuses on the necessity of diversifying the professoriate within the field of engineering and computer science. Through research backed measures (Robinson, McGee, Bentley, Houston & Botchway, 2016; McGee, White, Jenkins, Houston, Bentley, Smith & Robinson, 2016; Naphan‐Kingery, Ridgeway, Brockman, McKane, Botchway & McGee, 2019), two Black faculty members guide participants through an 11‐session coaching program. The faculty members are assigned to coach a group of two to three Black doctoral students from the disciplines of engineering or computer science; the program assists these students as they navigate the process of successfully completing their PhD and enter the professional world. Each coaching pair consists of one engineering faculty member and one social science faculty member. In addition to providing professional development, the overall goal of Professoriate Bound was to provide participants with a virtual counterspace—a “safe space” that is separate from mainstream educational spaces and occupied by other minoritized students (Ong, Smith & Ko, 2018; Solórzano, Ceja & Yosso, 2000), where they could have a sense of belonging and safety while sharing their narratives. Moreover, we wanted to provide participants with a better idea of what academic life is like as a Black engineer and more generally as a Black faculty member. Thus, we expected that these spaces would also foreground the centrality of race and racism as social structures by discussing pertinent social science knowledge, but that they would also serve as counterspaces in which the participants could prioritize and center their personal, experiential knowledge. As the spaces existed virtually, the students were able to participate in their individual doctoral programs while also having this online community where their identities and experiences could be affirmed.One participant explained: “I didn't realize how much that my identity plays into my growth and development as a graduate student. There are so many times that I switch between being a Black engineer or being an engineer who happens to be Black. This helped me see that it is normal to feel this way.” Currently, the landscape of Engineering and Computing for Black faculty lags far behind the representation of other racial groups. Over the past ten years, Black faculty in engineering departments have made up between 2% – 2.7% of the tenured faculty members (Roy, 2019). The goal of this program is to provide the tangible steps necessary for Black PhD students to successfully obtain tenure‐track positions through personalized coaching. In addition to providing students with this critical space for professional development, students are given a form of social support through their peers in the program.Professoriate Bound just completed both its second cohort and an extension of the program that was created to support members of the first cohort as they continued their professional journey. The successes of the program have been detailed through both the professional achievements of our participants and the qualitative data we have collected that speak to the importance of this counterspace.ACKNOWLEDGMENTThis material is based upon work supported by the National Science Foundation (NSF) under Grant No. EEC‐1642895.REFERENCESMcGee, E. O., White, D. T., Jenkins, A. T., Houston, S., Bentley, L. C., Smith, W. J., & Robinson, W. H. (2016). Black engineering students’ motivation for PhD attainment: Passion plus purpose. Journal for Multicultural Education. 10(2): 167–193. DOI: 10.1108/JME-01-2016-0007Naphan‐Kingery, D., Ridgeway, M., Brockman, A., McKane, R., Botchway, P. & McGee, E. O. (2019). Investigation of a ‘equity ethic’ in engineering and computing doctoral students. Journal of Engineering Education. 108(3): 337‐354. DOI: https://doi.org/10.1002/jee.20284Ong, M., Smith, J.M. and Ko, L.T. (2018). Counterspaces for women of color in STEM higher education: Marginal and central spaces for persistence and success. Journal of Research in Science Teaching. 55: 206‐245. doi:10.1002/tea.21417Robinson, W. H., McGee, E. O., Bentley, L. C., Houston, S. L., & Botchway, P. K. (2016). Addressing negative racial and gendered experiences that discourage academic careers in engineering. Computing in Science & Engineering., 18(2): 29–39. DOI: 10.1109/MCSE.2016.38Roy, J., (2019). Engineering by the numbers. Washington DC: American Society for Engineering Education. Retrieved from https://www.asee.org/documents/papers-and-publications/publications/college-profiles/2018-Engineering-by-Numbers-Engineering-Statistics-UPDATED-15-July-2019.pdfSolórzano, D., Ceja, M., & Yosso, T. (2000). Critical race theory, racial microaggressions, and campus racial climate: The experiences of African American college students. Journal of Negro Education, 69(1‐2), 60–73.

Data for this study emerged from a larger quantitative investigation of factors associated with the doctoral education of Black students attending selected historically Black colleges and universities (HBCUs). This article discusses the variance within and impact of faculty-student interaction on doctoral students' positive academic and social experiences as well as their perceived program persistence - their belief they would persist to graduation. Specifically, external engagement - social components for student success external to a student's program and research practices - was found to be the best predictor for both students' overall experience and perceived persistence in the program. Recommendations for the ways in which faculty and administrators can work more effectively toward enhancing faculty- student interaction and perceived program persistence for Black doctoral students, particularly at HBCUs, are offered. Keywords: HBCUs, doctoral, engagement, persistence INTRODUCTION Over the last 20 years, researchers have learned a considerable amount about the academic and social experiences, and graduation outcomes of Black students who attend historically Black colleges and universities (HBCUs). Research studies (Jackson, 2001; Outcault & Skewes-Cox, 2002; Terenzini et al., 1997) have suggested that Black students who attend HBCUs perform better academically, develop more meaningful relationships with faculty and staff, are more engaged in the campus environment, and have a better sense of encouragement and connection than Black students who attend predominantly White institutions (PWIs). Furthermore, HBCUs have been cited as being able to provide Black students with an educational experience that is unattainable at PWIs (Allen, 1 992) and have been credited for fostering supportive and engaging environments (Hall & Closson, 2005) where Black students have a bolstered self-esteem and sense of ethnic pride (Hirt et al., 2006; Palmer & Gasman, 2008). Moreover, HBCUs have been some of the largest producers of Black postsecondary enrollment and degrees awarded in the nation (Collison, 2000; NCES, 2004). In 2001, Blacks at HBCUs earned the highest proportion of degrees awarded at each level - associate's, bachelor's, master's, doctor's, and first-professional - with 87% being bachelor's degrees (NCES, 2002). The role of HBCUs in graduate education has been equally impressive as they have been a critical force in the production of Black graduate and first professional degree recipients. In 2005, the National Center for Education Statistics showed HBCUs produced 6,900 master's recipients (5,034 for Blacks) accounting for roughly 10% of master's degrees awarded to Black students that year (NCES, 2005). HBCUs have also been a principal producer of Black doctorates; between 1992-93 and 1997-98, HBCUs increased their number of doctoral graduates by 15.2% (St. John, 2000). According to the Council of Graduate Schools (CGS), Howard University has been the largest on-campus producer of Black PhD recipients in the United States, awarding more than 340 doctorate degrees in all fields of study over that time span (CGS, 2007). While critics question the contemporary relevancy and efficacy of HBCUs (Fryer & Greenstone, 2007; Riley, 2010; Sowell, 2006), proponents have contended that by virtue of the outcomes and findings from the aforementioned research, HBCUs have demonstrated that they have and continue to serve Black students with considerable effectiveness, both at the undergraduate and graduate levels (Flowers, 2002; Fountaine & Carter, 2011; Lemelle, 2002; Palmer, Hilton, & Fountaine, 2012; Palmer & Young, 2008-2009 see;). Inasmuch as Blacks have made solid progress in earning doctorates at HBCUs, optimism for the future may be premature at this time. Oftentimes, data collected on graduate student outcomes are at the aggregate levels and fail to single out the accomplishments of doctoral students versus master's students. …

PurposeMuch of the extant research, practice and policy in engineering education has focused on the limited persistence, waning interest and lack of preparation among Black students to continue beyond the post-secondary engineering pipeline. However, this research suggests that many Black PhD students persist and succeed in engineering, fueled by various motivational strengths. To better understand the motivations of Black students in engineering doctoral programs, this study aims to explore the factors that influence their decision to enroll in either an engineering or a computing doctoral program.Design/methodology/approachThis paper uses an intrinsic and extrinsic motivational framework to investigate the inspiration of 44 Black engineering doctoral students in PhD engineering programs in 11 engineering schools across the country.FindingsResults show that the participants’ motivation to pursue a PhD in engineering comes from several distinct factors, including the following: an unyielding passion for their particular discipline, a sense of responsibility to serve marginalized peoples and society, a path toward autonomy, pre-PhD mentorship and research opportunities and family and prior work experience.Research limitations/implicationsBased on this study’s findings, a reconceptualization of graduate engineering education that incorporates the importance of “being Black” and its relationships with motivating and, potentially, retaining Black science, technology, engineering and mathematics (STEM) students is also offered.Originality/valueThis paper seeks to expose particular constructs and behaviors surrounding Black students’ motivation to learn and achieve in engineering at the highest academic levels, offering a more nuanced perspective than currently is found in traditional engineering education literature.

INTRODUCTIONThe number of Black doctoral recipients continues to rise. From 1991 to 2011, the percentage of graduates as a share of all PhDs increased from 4.1 to 6.1 percent (National Science Foundation; NSF, 2012). The increase in the number of Blacks attaining PhDs has been met with growth in scholarly interest and inquiry in them as students. Some authors have investigated their general experiences (Lewis et al., 2004; Nettles, 1990; Nettles & Millett, 2006), while others have focused on more specific topics such as advising and mentoring (Barker, 2011; Felder, 2010; Felder & Barker, 2013), and socialization (Ellis, 2001; Taylor & Antony, 2000).Although the literature is growing, there are still subjects where little is known. One such topic is the research productivity of Black doctoral students. Specifically, scholars do not know the factors that influence the research-related activities of this population. This is an important undertaking; particularly given the potential benefits.Researchers have discovered three instances where greater scholarly output provides advantages to the student. First, early engagement in research with faculty and peers creates opportunities for formal and informal interactions that are vital in doctoral socialization (Baird, 1992; Bragg, 1976; Weidman, Twale, & Stein, 2001). Second, successful involvement in early research-related activities is also associated with increased research self-efficacy (Kahn & Scott, 1997; Love et al., 2007). Finally, doctoral student productivity has been associated with actual early career productivity of faculty, which is a strong indicator of faculty success (Clemente, 1973; Green & Bauer, 1995; Williamson & Cable, 2003).Nettles and Millett (2006) found that African American doctoral students in education, social sciences, and the sciences and mathematics published less than their peers. While this is only one measure of research productivity, it suggests that Blacks pursuing PhDs may not have the same opportunities to develop into researchers. This could have an influence on their graduate experience, completion rates, and future careers. Research has shown that Black doctoral students often experience low sense of belonging (Ellis, 2001) and high attrition rates (Sowell, 2008). Additionally, the overall percentage of Black faculty remains low, especially at research intensive institutions (Perna et al., 2007). In order to address these dismal statistics, it is important to understand all relevant variables and relationships. This includes the factors related to the research productivity of Black students.This inquiry's focus is to determine what variables are associated with the presentation, publication, and submission output of Black PhD students attending predominantly White institutions (PWIs). Examining research productivity in the context of PWIs is important because most Black students earned their PhDs from PWIs and research suggests that the doctoral experience and development of Black students is influenced by the institution culture in which it takes place (Gay, 2004). The study is guided by Weidman and colleagues' (2001) model of graduate student socialization. The study begins with an overview of the relevant literature.REVIEW OF LITERATURERelevant in this study is the literature on graduate student research productivity and Black doctoral students. Together, these bodies of scholarship provide the requisite information to determine the variables to investigate. This section begins with what is known about the scholarly output of graduate students.Doctoral Student Research ProductivityThe limited doctoral research productivity literature indicates that there is no common approach to determining what factors might the influence scholarly output. Researchers have drawn from the fields in psychology (e.g., Kahn & Schlosser, 2010; Kahn & Scott, 1997; Mallinckrodt & Gelso, 2002), organizational innovation and productivity (e. …

Finished and Done: A Collaborative Autoethnography of Four Black PhD Students at a Predominantly White Institution

Drawing on students' experiences of structural racism in the UK higher education institutions, this book offers an informed analysis on the barriers to Black student progression. It documents success stories and provides key recommendations for the sector on how to eliminate discrimination and achieve positive results for Black students.