Jesse R. Ford, Kaleb L. Briscoe, Ashely Anderson, Dwayne Hamilton
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引用次数: 0
Abstract
Abstract:
Black men's experiences in education are often marked by isolation, imposter syndrome, and racial microaggressions. This qualitative case study, guided by the five enactments of Cross and Fhagen Smith's (2001) model of Black identity development, explored the experiences of 20 Black men doctoral students as they navigated and continually redefined their racial identity in response to campus perceptions of their identity. Findings and implications include new theoretical framings for Cross and Fhagen-Smith's model and practical considerations for student affairs practitioners, faculty, and students. Additionally, these findings expand the use of Cross and Fhagen-Smith's model to include concepts of masculinity. We provide broader implications for practice and suggestions for theory and future research.
期刊介绍：
Published six times per year for the American College Personnel Association.Founded in 1959, the Journal of College Student Development has been the leading source of research about college students and the field of student affairs for over four decades. JCSD is the largest empirical research journal in the field of student affairs and higher education, and is the official journal of the American College Personnel Association.
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