Author Biographies

Dr. Shondra L. Marshall is engaged in work surrounding child welfare and youth engagement while exploring ways to decrease racial disparities through social justice. Her research focus are: Racial Socialization, Academic Performance, Youth Voice/ Engagement, Culturally Responsive Pedagogy, Equity, and Justice. She is also a civic/community driven leader as she has served her community through affiliation with several non-profit organizations. Email: Shondra.Marshall@gmail.com

Clyde Barnett III, PhD is the founder and executive director of Discover Without Barriers, an educational leadership consulting company. As a consultant, he directs qualitative research projects for K-12 schools, colleges and universities, and government agencies while providing leadership development and professional learning. Email: drb@discoverwithoutbarriers. org

Dr. Quentrese Hinton works on the Consulting & Integration team in Diversity, Equity & Inclusion at General Motors. She is passionate about building cultures of inclusion and assessment. In her work, she creates psychologically safe spaces where all people feel empowered to be their best authentic self. Email: Quentrese.Hinton@gmail.com

Dr. Courtney BrieAnn Morris is an education & equity leader directing student success initiatives for school districts, colleges, universities, nonprofits and foundations. She is the founder of Be Mentally Rich, which provides trainings, programming and advisement for student & lifelong learner success models and programming for families and organizations. Email: courtney@bementallyrich.com


Myriad factors impact Black doctoral student lived experiences. Black doctoral students face unique challenges in educational institutions that are not shared by their White cohorts. This literature review surveys current scholarship about these challenges and the educational experiences that emerge from them. Using an intersectional framework, the authors review the extant literature from the perspective of four primary themes: socialization, mentoring, financial wellness, and belonging. The authors contend that improving practices related to each of these areas can result in improved experiences and outcomes for Black doctoral students as they matriculate through graduate programs.

Publication Date