Presenter(s)

• Bria Ferera, Doctoral Candidate, University of South Florida
• Jose Castillo, Professor of School Psychology, Co-director of the Institute for School-Community Partnerships, The University of South Florida
• Zelda Fleming, Postdoctoral Resident, Emory University

Abstract

Graduate students with minoritized identities face increased risk of discrimination and later attrition in their programs. Guided by Critical Race Theory (CRT) and Racial Battle Fatigue (RBF) frameworks, this study examined faculty perspectives on supporting minoritized graduate students by evaluating faculty practices and their effects on student success. Core themes identified after interviews with 10 faculty members include Institutional Risk Navigation, Negative Historical Influences, Lack of Representation & Increased Emotional/Educational Labor of Minoritized Faculty, and Credibility Challenges for Faculty Women of Color. Findings suggest the critical need for universities to critically examine their program contexts and reflect on their social missions, whereas faculty should prioritize engagement in reflexive practices and complex equity-related topics, while also modeling interactions with challenging topics as a way to strengthen graduate student training.