This is an important research project because very little is known about the degree to which student beliefs and perceptions about the culture and climate of their respective departments affect their academic performance. This is of particular concern if we focus our attention on African Americans students, who were initial benefactors of affirmative action programs, but whose numbers have significantly declined and stalled in the last 20 years.

The purpose or this study is twofold. First, this research seeks to understand how DFI participants perceive their experience as doctoral students at a Research I institution. Second, the research attempts to determine the extent to which the experience of the DFI students reflect the socialization processes that scholars have suggested lead to academic success. That is, what tends to foster the socialization of DFI doctoral students; what contributes to their socialization; and what works against the socialization of these students?

The research findings indicate that most doctoral students are satisfied with their doctoral experience. However, few doctoral students are engaged in research activities that construct scholarly behavior, shaping the mental identity to foster socialization.