This article examines the lived experiences of Black graduate student activist David C. Turner, III. It explores his intellectual and academic development in his masters program at the University of Pennsylvania and doctoral program at UC Berkeley. It also explores Turner’s on and off campus activism, including his involvements in the Black Liberation Collective, Black Youth Project (BYP) 100, and Brothers, Sons, Selves Coalition. Highly involved Black graduate student activists that successfully balance their studies and activism make themselves increasingly prepared for the job market in general and for the professoriate in particular. This article asserts that highly engaged activism coupled with advanced education prepared Turner for a career as an Africana activist-scholar in the academy. The article reveals his preparation by connecting Turner’s lived experiences with proven effective practices. The objective of this case study is to highlight the on and off campus experiences of one 21st century Black student activist, Turner, to reveal the link between Black graduate student activism, intellectual and scholarly development, and career preparation drawing upon informal conversations and semi-structured interviews.

本文探讨了黑人研究生活动家大卫·C·特纳 (David C. Turner, III) 的生活经历。它探讨了他在宾夕法尼亚大学的硕士课程和加州大学伯克利分校的博士课程中的智力和学术发展。它还探讨了特纳在校园内外的活动，包括他参与的黑人解放集体、黑人青年项目 (BYP) 100 和兄弟、儿子、自我联盟。高度参与的黑人研究生积极分子成功地平衡了他们的学业和行动主义，使他们自己越来越多地为就业市场，特别是教授职位做好准备。本文断言，高度参与的激进主义加上先进的教育为特纳在学院担任非洲激进主义学者的职业做好了准备。这篇文章通过将特纳的生活经历与行之有效的实践联系起来，揭示了他的准备工作。本案例研究的目的是突出一位 21 世纪黑人学生活动家特纳的校内和校外经历，以揭示黑人研究生活动、智力和学术发展以及职业准备之间的联系，利用非正式对话和半结构化面试。