| This dissertation research was based on the following questions: "To what extent, if any, is racism experienced in higher education, and what is the nature of racism experiences in psychology graduate training?" These questions were addressed through a qualitative research study involving an examination of interpersonal, cultural, and institutional racism experiences among African-American doctoral students in psychology.;The sample size for this project was 17 participants. Interviews were conducted with African-American doctoral students obtaining their Ph.D., Psy.D., or Ed.D., in psychology graduate programs across specializations including: clinical, counseling, and educational psychology. The study utilized a non-experimental, qualitative design. Data was collected at one point in time through 15 individual interviews and a focus group. Constructs and variables that were the focus of this study included perceptions of racism, various areas and dimensions of racism, and coping strategies acquired in relation to experiences of racism.;The instruments utilized for the present research consisted of: (a) an interview protocol including a series of structured, open-ended questions developed by the investigator, and (b) a demographic questionnaire. Questions focused on respondents' perceptions of institutional, cultural, and interpersonal racism within their general educational and psychological training experiences. Questions regarding areas of social interaction on campus, interaction and experiences within the surrounding community, classroom experiences, administrative policies, support, mentoring experiences, exposure to faculty, staff, and students of color, and vicarious experiences of racism were explored.;Results described six content areas including: general experiences of racism within educational systems, specific experiences of racism within psychology graduate training, types of racism within the educational experience (e.g., overt incidents, micro-aggressions, chronic conditions, and vicarious experiences), various areas in which racism is experienced within the educational system, reactions to these experiences of racism, and modes of coping utilized in response to experiences of racism within the educational system. Participants described a wide range of experiences within and outside of the classroom. Interactions with professors and peers, and the exclusion or minimization of racial/cultural issues in courses were among the primary areas identified. The impact of these experiences on the emotional and social well-being, intragroup relations, and professional development of participants was illuminated. Implications are discussed in relation to psychology training, clinical interventions, educational systems in general, the profession of psychology, future research, implications for individuals as well as society as a whole. |
