Date

10-16-2024

Department

School of Education

Degree

Doctor of Philosophy in Higher Education Administration (PhD)

Chair

Ellen Ruth Ziegler

Keywords

doctoral, doctoral persistence, persistence, Black, women, mathematics, mathematicians, identity, mathematical identity, fragile, robust, higher education, HBCU

Disciplines

Higher Education | Mathematics

Abstract

The purpose of this phenomenological study was to describe the doctoral persistence experiences of Black women mathematicians. Guided by McGee’s fragile and robust mathematical identity framework, the research design followed Moustakas’ qualitative transcendental phenomenological approach. The researcher explored the contributing factors to the phenomenon guided by the central research question, “What are the doctoral persistence experiences of Black women mathematicians?” The study involved 11 Black women participants who hold or were within one year of holding a doctoral degree in mathematics and were selected to ensure diversity and representativeness. Data collection encompassed three methods: a mathematical identity development timeline, one-on-one interviews, and a focus group interview. The higher education institutions where participants matriculated served as the setting for the study and provided a contextually relevant environment. Data analysis followed the modified Van Kaam method, as suggested by Moustakas, to identify patterns, themes, and essential elements emerging from participants’ accounts. The key findings of this study were the necessity of emotional support and adequate funding, the complexity of the intersectional identity and its impact, and the pivotal role of HBCUs and other supportive environments on the persistence experience of Black women mathematicians.

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