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The academic binary: how Blackwomen choose between the EdD and the PhD
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Harris, Dana Michelle. The academic binary: how Blackwomen choose between the EdD and the PhD. Retrieved from https://doi.org/doi:10.7282/t3-h0ss-b518

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TitleThe academic binary: how Blackwomen choose between the EdD and the PhD
NameHarris, Dana Michelle (author); Hernandez, Ebelia (chair); Wooten, Melissa (member); Collier, Joan (member); West, Janelle (member); Rutgers University; School of Graduate Studies
Date Created2023
Other Date2023-01 (degree)
SubjectHigher education, Black studies, Women's studies, Blackwomen doctoral students, College choice process, Culturally relevant data collection methods, Doctoral program choice, EdD and PhD, Gendered racism
Extent355 pages : illustrations
DescriptionEnrolling in a doctoral program is a difficult decision to make. The deliberation and application process becomes even more complicated when a discipline offers two doctoral degrees with no apparent distinction. Whereas scholars have argued the differences between the EdD and the PhD in education for almost a century (Freeman, 1931; Leist & Scott, 2011), few studies have explored how students differentiate between the two degrees to enroll in one over the other. This heuristic research study describes the essence of 20 Blackwomens' doctoral program choice experience. Essential to note is that Moustakas (1990) designed a heuristic research methodology to include the principal collaborator's occurrences and relationship to the phenomena to co-define the experience alongside the collaborators. This research also brings forward a culturally relevant qualitative data collection method highlighting Blackwomen’s unique communication patterns, Sistachat. Designed to bring Blackwomen's voices from the void (Morrison, 2007) Sistachat supports naming their knowledge on a nearly 100-year-old scholarly debate about the differences between the EdD and PhD. Data from this study revealed that: 1) gendered racism and gendered racialized socialization influence Blackwomen to pursue doctoral study in education, 2) Blackwomen have differential access during the information-gathering process, 3) perceived access to one program over another has implications on decision-making, and 4) Blackwomen employ identity alignment to select either the EdD or the PhD.
NotePh.D.
NoteIncludes bibliographical references
Genretheses
Persistent URLhttps://doi.org/doi:10.7282/t3-h0ss-b518
LanguageEnglish
CollectionSchool of Graduate Studies Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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