An autoethnographic study of three black fathers in a doctoral program at a predominately white institution

Access to thesis permanently restricted to Ball State community only.The American Council on Education (2012) has made a commitment to diversity in higher education, but it has not upheld the commitment by supporting learners at all levels. While many diverse populations have been the focus of research, very few studies have examined the intersection of Black men in doctoral programs in education who are also balancing their role as fathers. This study provided a critical autoethnographic lens to examine Black doctoral student fathers and their experiences throughout the doctoral journey. Using autoethnography, the participants made sense of their own challenges, barriers, and successes. Transformative learning allowed participants to process information based on their own experiences. Critical Race Theory (CRT) provided a broader framework to share topics of social, political, and economic factors that often challenge the progress of Black fathers. Key findings included, 1); acknowledging racism within higher education; 2) understanding the Black father image; 3) managing spousal support; 4) coping with mental and physical health issues; 5) becoming transformed and self-actualized; and 6) utilizing university support and resources. The participants also highlighted the need for further research on ways to support both Black doctoral students as well as Black doctoral student fathers.Thesis (D. Ed.