The Wanderer, the Chameleon, and the Warrior
Experiences of Doctoral Students of Color Developing a Research Identity in Educational Administration
Bibliographic Data
| ID | 2385258 |
|---|---|
| Authors | Elizabeth Murakami-Ramalho (The University of Texas at San Antonio), Elizabeth Murakami (0000-0002-6477-0966), Joyce Piert (University of Michigan–Flint), Matthew Militello (0000-0002-6988-1868, North Carolina State University) |
| Year | 2008 |
| Volume | 14 |
| Issue | 5 |
| Pages | 806-834 |
| Publication date | 2008-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Qualitative Inquiry (JOURNAL) |
| Journal identifiers | ISSN: 1077-8004 • E-ISSN: 1552-7565 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/1077800408318309 |
| OpenAlex | W2049012741 |
| Language | EN |
| Citations received | 10 |
| References cited | 26 |
In this article, the authors use their personal narratives and collaborative portraits as methods to shed light on the complexities of developing a research identity while journeying through a doctoral program. Using the metaphors of a wanderer, a chameleon, and a warrior, their narratives represent portraits of experiences faced by doctoral students at the peak of their epistemological and ontological growth. Borrowing from Lawrence-Lightfoot and Davis's alternative methodology of portraiture, the authors create portraits through personal narratives, which provide voice, reflexivity, and context to the stories told. Significant factors that fostered the students' research identity were present within the author's lived experiences and continued to evolve throughout the doctoral program. Inhibiting factors included the negotiation of a temporary loss of identity for full-time students, normative and analytical modes required by doctoral programs, and a lack of consideration for issues of diversity within the doctoral program
Aesthetics · Art · Context (archaeology · Diversity (politics · Epistemology · Identity (music · Literature · Narrative · Narrative inquiry · Normative · Portrait · Reflexivity · Sociology · Visual arts · Anthropology · Doctoral Education Challenges and Solutions · Evaluation of Teaching Practices · History · Philosophy · Reflective Practices in Education
(Re)structuring and (Re)imagining the First Year Experience for Graduate Students of Color Using Community Cultural Wealth
Graduate Students’ Construction of Researcher Identities Explored Through Discourse Analysis
Painting with words
Language, disciplinarity and identity
Stepping off the drunkard’s path to walk the “wild side”
Creative Pedagogy and Praxis with Social Media
Exploiting the margins in higher education
Beyond “doing no harm”
A view from within
Mexican American Women Pursuing Counselor Education Doctorates
Over the ivy walls
In Pursuit of the PhD
How Much Can We Boost IQ and Scholastic Achievement
Critical Race Theory
Journal of higher education
Success in Doctoral Programs
The Peculiar Problems of Preparing Educational Researchers
Classrooms as Communities
Two Conflicting Calls for Methodological Reform
Critical race theory
Passing Through the Eye of the Needle
The (Racially Neutral) Politics of Education
Stories of Experience and Narrative Inquiry
Your blues ain't like mine
Situated Learning
E Pluribus Unum (Out of Many, One)
Three Voices in Portraiture
Critical Race Theory, Latino Critical Theory, and Critical Raced-Gendered Epistemologies
Critical Race Methodology
Novel Readings
| Unique citing works | 10 |
|---|---|
| Citations per year | 0,77 |
| Citation span | 2013 - 2026 (14) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 10 |