Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

An Exploration of Culturally and Linguistically Diverse Scholars’ Doctoral Journey: An Autoethnographic Case Study

  • Develyn Biagas, PhD (Author) Northern Arizona University image/svg+xml
    Dr. Develyn Biagas is a Specialized Academic Instructor at a Riverside County charter high school, bringing 23 years of K-12 teaching experience and 7 years of mentoring pre-service teachers. She holds a Master’s in Urban Education from UCLA and a PhD in Curriculum and Instruction, focusing on Culturally and Linguistically Diverse Exceptional (CLDE) students. Dr. Biagas is committed to fostering a just, equitable, and inclusive education, with research interests in special education, particularly mild learning disabilities.
  • Adriana Frates, PhD (Author) University of Texas Permian Basin image/svg+xml
    Dr. Adriana Frates is an Assistant Professor of Special Education at the University of Texas Permian Basin. She received her Master’s degree in Special Education and PhD in Curriculum and Instruction. Her previous experience includes teaching college courses in special education and working in an elementary school setting as a special education teacher. Her research currently focuses on evidence-based practices for students who are bilingual and diagnosed with low-incidence disabilities.
  • Candi Running Bear, PhD (Author) Western New Mexico University image/svg+xml
    Dr. Candi Running Bear is a citizen of the Navajo Nation. She received her Bachelor’s in Psychology and her Master’s in Special Education before taking a position as an early childhood special education teacher, which she held for more than a decade. Dr. Running Bear then went on to get her Ph.D. in Curriculum and Instruction with a focus on Culturally and Linguistically Diverse Exceptional Children. Her research focuses on autism on the Navajo Nation and culturally relevant evidence-based practices for indigenous young children.
DOI
https://doi.org/10.64546/jaasep.567
Abstract
The purpose of this autoethnographic multiple case study is to examine the perceptions of culturally and linguistically diverse (CLD) doctoral students, who are also first-generation college (FGC) students. This research seeks to navigate their experiences in a doctoral program focused on special education for culturally and linguistically diverse exceptional (CLDE) learners. This study explores the journeys of three diverse female doctoral scholars including a Hispanic, Native American, and African American student. Our understanding and utilization of cultural capital and community cultural wealth in higher education were considered when analyzing their perceptions. Our perceptions are discussed in relation to social support, financial support, academic support, and overall satisfaction with their doctoral journey. Based on the experiences of each participant in this study, suggestions are provided for doctoral students and graduate faculty in special education programs. Recommendations for research and practice are presented.
Keywords
African American Students, American Indian Students, Cultural Capital, Doctoral Students, Financial Support, First Generation College Students
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How to Cite
Biagas, D., Frates, A., & Bear, C. R. (2025). An Exploration of Culturally and Linguistically Diverse Scholars’ Doctoral Journey: An Autoethnographic Case Study. Journal of the American Academy of Special Education Professionals, 20(1), 37-54. https://doi.org/10.64546/jaasep.567

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  • Submitted January 5, 2025
  • Published February 15, 2025
  • Issue Winter 2025
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