Abstract

Abstract:

We examined the experiences of women of color (WoC) with critical worldviews in education doctoral programs. How students experience doctoral programs in relation to forwarding a critical perspective is integral to positive student development and academic success. A critical race feminist (CRF) approach framed the voices and experiences of 14 WoC from education doctoral programs and revealed 3 central spaces of resistance to develop this paradigm for the WoC: Faculty relationships, peer relationships, and opportunities outside of their programs. In using a CRF framework, we also centered the voices of WoC by citing only WoC scholars. Termed by Ahmed (2017), this approach recalls a "feminist memory." Implications for supporting WoC for not only surviving but also thriving in education doctoral programs are discussed.

pdf

Additional Information

ISSN
1543-3382
Print ISSN
0897-5264
Pages
pp. 404-420
Launched on MUSE
2018-07-19
Open Access
No
Back To Top

This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.