Racial realities: Exploring the experiences of black male doctoral candidates in "all but dissertation" status

Abstract

Aim/Purpose This qualitative study investigated the educational experiences of Black male doctoral students that contributed to prolonged "All But Dissertation" (ABD) status. Background Explorations of the enrollment and persistent patterns among Black/African American students has shed light on the disparate rates of graduate school completion. While previous scholarship has focused on Black men in doctoral programs, there has been less focus on the experiences of Black male doctoral students who, after successfully completing coursework, comprehensive exami-nations, and a dissertation proposal hearing, find themselves mired in "All But Dissertation" (ABD) status. The purpose of this research was to explore the in-tersections of race and gender in the educational experiences of Black male doctoral students that contribute to delayed terminal degree completion. Methodology Utilizing Self-Efficacy Theory and Critical Race Theory, this phenomenological investigation examines the racialized experiences of three Black male doctoral candidates enrolled in diverse graduate programs. Semi-structured interviews were conducted to identify how race and gender intersects with faculty advising, mentoring, student behaviors, and the ways faculty members support or impede doctoral student progression during the dissertation phase. Contribution This study contributes to research in three critical ways: (1) it expands our un-derstanding of the experiences of doctoral students specifically between com-pleting coursework and defending a dissertation; (2) it illustrates the types of ra-cialized encounters experienced during graduate study that contribute to pro-longed ABD status and program attrition; and (3) it offers strategies for campus administrators and faculty to consider to extend structures of support to pro-mote degree attainment among Black male doctoral students.