Socialization theory and the transition to graduate school: Experiences of African American women in an historically Black and an historically White institution

This qualitative study examines the role of the undergraduate institutions in influencing African American women\u27s decisions to consider, apply and matriculate into graduate school. The study explores institutional similarities and differences in the socialization process and the people, organizations, and cultural factors that facilitate the graduate school transition. Eight African American graduate students, recent alumnae of two women\u27s colleges, one historically Black (HBCU), and the other historically White (HWI), participated in semi-structured individual interviews. These women shared their perspectives on the institutional factors, educational experiences, individuals and networks that influenced their graduate school matriculation. Socialization theory (Taylor & Antony, 2000; Weidman, 1989; Weidman, Twale & Stein, 2001) is the conceptual framework for this study. The findings illuminate the experiences, for graduates of the HBCU and graduates of the HWI, which influenced their socialization to the role of graduate student. The similarities were: (1) relationships with faculty, staff, peers and alumnae who were supportive and encouraging, (2) enriching experiences and programs internal and external to their respective colleges, and (3) factors that engendered feelings of preparedness for graduate school. Findings of differences were noted in: (1) The messages about graduate school received in each institution, (2) access to mentors and role models who are the same race as these women, and (3) affective dispositions toward their alma maters. This study confirms findings from previous research about African American students in HBCUs and HWIs, suggests strategies for helping African American women to matriculate into graduate education, and identifies area for further study. The findings add to the limited published literature on African American women and graduate education and focuses on a gap in the literature on the undergraduate to graduate educational transition with important implications for administrators, faculty and staff at HBCUs and HWIs