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Selected Works

Black women

Articles 1 - 5 of 5

Full-Text Articles in Education

Making Meaning: Identity Development Of Black Undergraduate Women, Christa J. Porter, Laura A. Dean Aug 2015

Making Meaning: Identity Development Of Black Undergraduate Women, Christa J. Porter, Laura A. Dean

Dr. Christa J Porter

The purpose of this preliminary, phenomenological study was to identify factors that influence identity development and meaning-making of Black undergraduate women at a predominately White institution. The goal of this research was two-fold: to share diverse experiences of Black undergraduate women in order to understand the essence of their lived experience and to identify contemporary perspectives of the duality of being both Black and a woman at a predominately White institution. Findings were clustered into themes pertaining to support systems, maternal and familial influences, articulation of Black identity, and interactions with other Black undergraduate women.

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Black Female Community College Students' Satisfaction: A National Regression Analysis, Terrell L. Strayhorn, Royel M. Johnson Jan 2014

Black Female Community College Students' Satisfaction: A National Regression Analysis, Terrell L. Strayhorn, Royel M. Johnson

Dr. Royel M. Johnson

Data from the Community College Student Experiences Questionnaire were analyzed for a sample of 315 Black women attending community colleges. Specifically, we conducted multivariate analyses to assess the relationship between background traits, commitments, engagement, academic performance, and satisfaction for Black women at community colleges. Descriptive results provide a profile of Black women who attend community colleges in terms of age, native language, units taken, and grades. Hierarchical linear regression results suggest that our statistical model accounted for 22% of the variance in satisfaction. Significant predictors of Black women's satisfaction at community colleges include age, effect of family on school work, …

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Black Women As Scholars And Social Agents: Standing In The Gap, Sherri Wallace, Sharon Moore, Carla Curtis Dec 2013

Black Women As Scholars And Social Agents: Standing In The Gap, Sherri Wallace, Sharon Moore, Carla Curtis

Sherri L. Wallace

The number of Black women in the academy is small. Further, that number decreases as the academic and administrative ranks increase. Yet, these scholars and social agents play roles vital to education. This reflective essay describes the experiences of three Black female scholars at Predominately White Institutions. Using personal narratives as an analytical framework, the authors discuss how they use their research, teaching, community service, and mentoring opportunities to affect social change. This autoethnographical work seeks to heighten awareness of those who use their profession, despite the systemic barriers as a catalyst for transformation and emancipation both within and outside …

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An Intersectional Social Capital Analysis Of The Influence Of Historically Black Sororities On African American Women’S College Experiences At A Predominantly White Institution, Lindsay A. Greyerbiehl, Donald Mitchell Jr. Dec 2013

An Intersectional Social Capital Analysis Of The Influence Of Historically Black Sororities On African American Women’S College Experiences At A Predominantly White Institution, Lindsay A. Greyerbiehl, Donald Mitchell Jr.

Donald Mitchell Jr., Ph.D.

Research exploring the college experiences of African American women at predominantly White institutions (PWI) continues to be a necessity as African American women graduate at lower rates than their racial/ethnic peers. This qualitative study explored the influence historically Black sororities had on the college experiences of African American women at a PWI using an intersectional social capital framework. The study revealed that the women, as Black women, positioned themselves lower than others in terms of social status; they joined historically Black sororities because of family, role models, and mentors; and, building community, academic pressure, and high standards were fostered through …

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Women Of African Descent: Persistence In Completing A Doctorate, Vannetta L. Bailey-Iddrisu Dec 2012

Women Of African Descent: Persistence In Completing A Doctorate, Vannetta L. Bailey-Iddrisu

Vannetta L. Bailey-Iddrisu

This study examines the educational persistence of women of African descent (WOAD) in pursuit of a doctorate degree at universities in the southeastern United States. WOAD are women of African ancestry born outside the African continent. These women are heirs to an inner dogged determination and spirit to survive despite all odds (Pulliam, 2003, p. 337).This study used Ellis’s (1997) Three Stages for Graduate Student Development as the conceptual framework to examine the persistent strategies used by these women to persist to the completion of their studies.

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