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Abstract
Critical race theory (CRT) can serve as a method to analyze and interrogate the ways in which educational systems are embedded with racism and inequity. Using CRT, this qualitative study offers counternarratives of the doctoral process through sharing the experiences ofseven Black doctoral students who both attend predominantly White institutions (PWIs) and have White advisors. Findings from this study indicate students in these contexts have undergone some form of racial socialization or preparation to navigate these spaces, experience racism as reflective of departmental practices, express preferences for maintaining strictly professional relationships with faculty in order to maintain racial boundaries, and seek same-race connections. This study demonstrates that race is central to the doctoral process as experienced and engaged by Black doctoral students through the lived experiences and self awareness of the doctoral students, the interaction between doctoral students and their faculty advisors, and a department's practices as observed by doctoral students.
Introduction
In 1903, W. E. B. Du Bois published his book, The Souls of Black Folk, which he wrote:
The present social separation and acute racesensitiveness must eventually yield to the influences of culture, as the South grows civilized, is clear. But such transformation calls for singular wisdom and patience. If, while the healing of this vast sore is progressing, the races are to live for many years side by side, united in economic effort, obeying a common government, to mutual thought and feeling, yet subtly and silently separate in many matters of deeper human intimacy" (p. 78)
While a historical perspective, this outlook provided by Du Bois remains relevant today given the contemporary complexities of race (Barnes, 2003) and as Blacks are still faced with navigating predominantly white spaces and working across race. This is ever so evident in the path to the doctorate where Black doctoral students navigate, often in silence, through a lens of double consciousness (Du Bois) or dual identity. While Du Bois referred to the reality of Black Americans living as both Black and American, his concept translates to the reality of Black doctoral students who live as both Black and doctoral student.
Indeed, only 0.5% of Blacks 25 years and older hold doctoral degrees (United States Census Bureau, 2010). The statistic for Black doctoral degree holders...