Experiences of Black Male Doctoral Students in Psychology: A Focus on Protective Factors

Abstract

Black male doctoral students in psychology face unique challenges that impact their learning environment and experience, especially with issues like race-related stress. The purpose of this qualitative study was to understand their lived experience as well as the specific sociocultural factors that helped to foster their resiliency. It suggests a strengths-focused approach to understanding proactive measures that can positively impact Black male students’ success in doctoral psychology programs and their subsequent positive consequences for the profession. A phenomenological study was conducted, interviewing five Black men in clinical and counseling psychology doctoral programs. A thematic analysis (Braun & Clarke, 2006) was utilized to analyze the interview responses. The findings suggest a community of support (family, mentors, peers, faculty, and relationships at professional conferences) helps to foster awareness (educational, self-awareness, and contextual awareness) which in turn lead to the students engaging in meaningful action (representation, giving back, and self-care), returning to serve as members that make up the community of support for others within their community.