A commentary about the black and Latino doctoral experience in the United States

Abstract

Doctoral education is a special segment of our educational system because it produces the next generation of scholars who use their expertise to inform policies, conduct research, and facilitate the development of future scholars. In an increasingly diverse and global society, it is imperative that doctoral education be pursued and completed by more diverse students. Currently, there is significant disparity in doctoral degree completion evident by the fact that in 2008 Blacks and Latinos represented less than 4,000 of the total number of 48,802 doctoral degree recipients (Survey of Earned Doctorates, 2008). The importance of hiring diverse faculty and staff is noted as more critical now than ever before (Council of Graduate Schools, 2007). Consequently, the challenge of diversifying faculty is correlated to the doctoral degree production "pipeline problem" characterized by the lack of qualified doctoral graduates of color to move into academic positions (Villalpando & Bernal, 2005). In addition to the pipeline problem, Allen et al., (2005) and Villalpando & Bernal (2005) acknowledge attention must also be given to the pervasive issues associated with racialized structures and practices that marginalize students and faculty of color. To address the need to improve doctoral student persistence, particularly for Black and Latino students, we must consider the pipeline problem, along with those pervasive issues that might be impeding their socialization at the doctoral level.