Date of Conferral

2023

Degree

Ph.D.

School

Education

Advisor

Gladys A. Arome

Abstract

AbstractSocial media as a medium to facilitate and foster learning and engagement in education has received increased attention in recent years. Researchers have highlighted the affordances and drawbacks of social media use in educational contexts. There is a gap in the relevant literature on the social media learning and engagement experiences of doctoral students from underrepresented communities. The purpose of this qualitative study was to understand minority doctoral students’ experiences and perceptions of social media use in learning and engagement during the doctoral process. To ground this study, the connect learn and engagement (CoLeEn) conceptual framework, based on Siemens’s connectivism theory, Kereluik et al.’s 21st century learning framework, and Pittaway’s engagement framework, was used. The central research question examined minority doctoral students’ learning and engagement experiences through social media during the doctoral process. 12 current doctoral students were selected from a large U.S. university and from Minority Doctoral Network, a closed Facebook group. Data were obtained through semistructured interviews and qualitative data analysis was used to identify codes and themes. Findings revealed that social media is described as a medium to access information and resources; provides opportunities to acquire and apply 21st century learning skills; allows for positive engagement experiences with peers, faculty, content, and the doctoral process; and provides spaces and opportunities for psychosocial engagement during the doctoral process. The findings could lead to positive social change in terms of improved pedagogical practices and enhanced learning and engagement for underrepresented doctoral students.

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