Short Changed
Experiences of Culturally Diverse Special Educational Doctoral Program Graduates
Bibliographic Data
| ID | 6458332 |
|---|---|
| Authors | Jonté Taylor (0000-0002-4418-8805), Ashley L White (0000-0003-4519-2280), Kaila Thorn, Shelley E Chapin, Shelley Chapin, David Mcnaughton (0000-0001-5979-3859) |
| Year | 2025 |
| Volume | 57 |
| Issue | 3 |
| Pages | 495-520 |
| Publication date | 2025-04-21 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Urban Review (JOURNAL) |
| Journal identifiers | ISSN: 0042-0972 • E-ISSN: 1573-1960 |
| Publisher | Springer Science+Business Media (PUBLISHER • DE) |
| DOI | 10.1007/s11256-025-00733-z |
| OpenAlex | W4409649183 |
| Language | EN |
| References cited | 36 |
The field of special education (SPED) has been suffering a shortage of professionals at every level for several years. This shortage is especially pronounced at higher education faculty level and for individuals who are considered culturally diverse (CD). To increase the number of CD SPED faculty, it is important to understand the positive and negative experiences of individuals who have succeeded in graduating with doctoral degrees in SPED. Utilizing the Social Capital Theory, the current study investigates the factors that influence successes and barriers in SPED doctoral programs for culturally diverse scholars. A multiple phase data collection process was used (i.e., survey, N = 16; focus groups, N = 9) respectively. Results indicated that most students identified a lack of social capital based on cultural differences within their programs. Additionally, social capital by way of financial support was identified as a strong positive in program persistence to graduation. Broader implications discussed
Cultural diversity · Medical education · Pedagogy · Sociology · Anthropology · Medicine · Psychology · Service-Learning and Community Engagement · Social Work Education and Practice · Youth Development and Social Support
Social Capital and Poor Communities (Ford Foundation Series on Asset Building)
Iterative categorization (IC)
“Am I going crazy?!”
Mixed methods research designs in counseling psychology.
Exposure to Same-Race Teachers and Student Disciplinary Outcomes for Black Students in North Carolina
The Miner’s Canary
Justifying and Explaining Disproportionality, 1968–2008
Assesing the effects of context in studies of child and youth development
Handbook of theory and research for the sociology of education
Applications of Social Capital in Educational Literature
Reaching back to reach forward
Resisting, Rejecting, and Redefining Normative Pathways to the Professoriate
Smiling Faces and Colored Spaces
The New Second Generation
Minority Students' Perceptions of Their Doctoral Programs in Special Education
Acting on Beliefs in Teacher Education for Cultural Diversity
Guiding the Way
Race, Structural Violence, and the Neoliberal University
Social Capital
Focus Groups
Social Capital in the Creation of Human Capital
If they think I can
| Citation velocity | historical |
|---|---|
| Highly cited | No |