Abstract

Black women with attention-deficit/hyperactivity disorder (ADHD) in doctoral programs have not been a topic of interest. Instead, the emphasis of ADHD research has been on children and adolescents, with studies involving higher education focused on undergraduate students, which has left a significant gap in the literature. This study uses narrative inquiry to explore the lived experiences of Black women with ADHD navigating doctoral programs to fill that gap in research and improve the lives of these Black women. Utilizing disability theory, a blend of disability theory and critical race theory called DisCrit, and Black feminist theory, this research examines how disability, race, and gender intersect to shape the doctoral journey. In addition, resilience theory is used to help explain how Black women with ADHD persist in doctoral programs. Through in-depth, semi-structured interviews, this study captures personal stories of the challenges and accomplishments of Black women with ADHD in doctoral programs. Findings reveal obstacles to success these women experienced, such as procrastination, task paralysis, perfectionism, time blindness, masking, inattention, and impulsivity. These obstacles were further complicated by stereotypes, such as the strong Black woman, as well as additional pressure and loneliness. Despite these hurdles, the women exhibited incredible resilience, drawing strength from within themselves and their village—family, friends, peers, mentors, and spirituality. They found strategies that assisted in navigating the journey. Many of the women emphasized the need for ADHD support in the dissertation process, as well as the importance of safe spaces where Black women with ADHD can connect and share their experiences. This study challenges dominant assumptions about ADHD in higher education by centering these narratives. The stories also highlight the need for more inclusive academic policies. The findings serve as a call to action for universities and educators to create equitable and supportive environments that acknowledge the unique challenges faced by Black women with ADHD in doctoral programs.

Library of Congress Subject Headings

African American women doctoral students; Women with attention-deficit hyperactivity disorder; Attention-deficit hyperactivity disorder—Social aspects; Academic achievement—Psychological aspects

Date of Award

2025

School Affiliation

Graduate School of Education and Psychology

Department/Program

Education

Degree Type

Dissertation

Degree Name

Doctorate

Faculty Advisor

Kay Davis

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