Journey to the Ph.D.: How to Navigate the Process as African Americans (review)

Green and Scott (2003) parade across the pages of their kaleidoscopic study multiple voices of African American scholars describing the various journeys of these scholars of color in symphonic expressions of realism, hope, sobriety, patience, reflection, balance, feminism, spirituality, endurance, pride, authenticity, legacy, courage, discernment, mentorship, collaboration and self-respect. Green and Scott's extended narration is aimed at a particular audience whose own journey often has been under-represented at the center table of American post-secondary academe.

The direction of this multi-voiced narrative embraces multiple purposes as providing the reader(s) with (a) useful information in exploring possible graduate schools with a focus on costs; (b) help for African American students to make informed choices about programs aligned to their academic interests; (c) strategies for navigating the "uncharted" waters of university settings; (d) understanding the critical elements of successful professional training experiences for future scholars of color; (e) intentioned focus on the particular joys and challenges faced by African American women and men to "find their place" in academe; (f) analysis of the process from matriculation to graduation as survival; (g) multi-voices to change the current discussions on leadership preparation and scholarship; and (h) seasoned advice on the dynamic need for effective mentoring within a predominately white post-secondary setting.

Green and Scott's work should be shared, studied, embraced and carried forward as reflected in Austin (2002) that highlights the changing dynamics of the professoriate and the realities of differing socialization experiences of scholars of color. The current contextualized realities of post-modernism and post-secondary educational institutions with the alarming trends of recession of both African American men and women from such a journey, the dynamic shifts in student populations within university settings, Green and Scott affirm a different epistemological emphasis grounded in experience, spirit and relationships contextualized in the affective domain (Kessler, 2000). In academe, these constructs of scholarship-knowledge and scholarship-construction and scholastic-expression are not often valued or heeded as important by those in policy roles and administrative leadership stratum (Menges & Associates, 1999). Scholarship and its dimensions and components are being re-visited through initiatives such as the current Carnegie institute on the doctorate as well as other recognized voices within academe such as in Ann Austin (2003) whose writings are re-addressing the notion of what constitutes scholarship—a scholarship concept handed down from Germanic 15th century institutions of higher learning.

Green and Scott's scholarly example itself resonates a paradigm shift from the "Lone-Ranger" persona of typical professors who work alone in isolation and not connected with the dynamic flux of the very social structures surrounding them to portraying a dynamic collaborative effort in their own scholarship (Andersen, 1996; Fox & Faver, 1982). Green and Scott's (2003) logic, while deeply collective and personal, envisions for potential African American graduate students through this collective dialogue with a purpose, a summons to heed a higher calling for themselves and their respective communities (Nair, 1994). This summons is described simply as a "fighting chance" (p. 273). In unpacking this phrase, one is confronted with issues of fairness, equity and struggle for survival. So how does one "fight the good fight of faith?"

Green and Scott (2003) in their narration systematically and artistically utilize quotes, biographical sketches, references, footnotes and extensive literature review to synergistically deconstruct a conceptual journey (Edgerton, Rice, Chait, & Gappa, 1997) for the potential candidate, those in the graduate system already, and those to come, portraying through multi-voices of current African American graduate students and members of the academy how to navigate entrance, adapt and survive in a social context of academe (Green & Scott, 2003). So the focus seems deeply transformational and relational in its ending point (Lincoln, 1999, April). Inclusion seems such an illusive experience for scholars of color within PWI's. Yet the 24 stories or vignettes offer examples...