If Not Us, Then Who: Supporting Black Graduate Students

• DOI: 10.15763/issn.2642-2387.2024.10.2.1-22
• Publication Date: 2024-10-15T06:59:27Z
• Authors: Travis C. Smith; Melvin A. Whitehead; Kaleb L. Briscoe; Jesse R. Ford; Jason K. Wallace
• Keywords: Black Faculty; H; Critical autoethnography; LC8-6691; Black graduate students; Social Sciences; Radical healing; Special aspects of education

Empirical studies about Black graduate students have emphasized their experiences with oppression and marginalization, related psychological impacts, and the survival practices they enable them to persist within Historically White Institutions (HWIs). Yet, some literature falls short of examining how individuals thrive despite racial trauma experienced professionally and personally. Moreover, there is a need for research to explore the role Black faculty play in assisting Black graduate students with addressing racial trauma and engaging in healing practices. Thus, this paper aimed to understand how early-career Black faculty supported Black graduate students in their attempt to do more than thrive while pursuing master’s and doctoral degrees in higher education.