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: Culturally and Linguistically Diverse (CLD), Special Education, Doctoral Program, Cultural Capital, Community Cultural Wealth, Student Integration Theory
