My Rock: Black Women Attending Graduate School at a Southern Predominantly White University
2015; Wiley; Volume: 18; Issue: 3 Linguagem: Inglês
10.1002/jocc.12019
ISSN2161-1882
AutoresQuentin Alexander, Nancy Bodenhorn,
Tópico(s)Doctoral Education Challenges and Solutions
ResumoJournal of College CounselingVolume 18, Issue 3 p. 259-274 Research My Rock: Black Women Attending Graduate School at a Southern Predominantly White University Quentin R. Alexander, Corresponding Author Quentin R. Alexander Counselor Education, Virginia Tech, Blacksburg Now at Department of Counselor Education, Longwood UniversityCorrespondence concerning this article should be addressed to Quentin R. Alexander, Department of Counselor Education, Longwood University, 201 High Street, Farmville, VA 23909 (e–mail: [email protected]).Search for more papers by this authorNancy Bodenhorn, Nancy Bodenhorn Counselor Education, Virginia Tech, BlacksburgSearch for more papers by this author Quentin R. Alexander, Corresponding Author Quentin R. Alexander Counselor Education, Virginia Tech, Blacksburg Now at Department of Counselor Education, Longwood UniversityCorrespondence concerning this article should be addressed to Quentin R. Alexander, Department of Counselor Education, Longwood University, 201 High Street, Farmville, VA 23909 (e–mail: [email protected]).Search for more papers by this authorNancy Bodenhorn, Nancy Bodenhorn Counselor Education, Virginia Tech, BlacksburgSearch for more papers by this author First published: 01 October 2015 https://doi.org/10.1002/jocc.12019Citations: 8Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat Abstract Participants in this phenomenological study were 11 Black women who received an undergraduate degree from a historically Black college or university and were currently attending graduate school at a southern predominantly White university. This study investigated the adjustment experiences of these women to life on a southern predominantly White campus. Through analysis of participant interview transcripts and demographic questionnaires, support systems emerged as a critical factor in each student's experience, with themes focused on mentors, family and friends, and romantic relationships. References Berg, B. L. (2001). Qualitative research methods for social sciences ( 4th ed.). Needham Heights, MA: Allyn & Bacon. Google Scholar Braxton, J. M., Jones, W. A., Hirschy, A. S., & Hartley, H. V., III. (2008). The role of active learning in college student persistence. In J. M. 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