This article investigates the messages that single, educated African American women acquired during their adolescence from their mothers about being single, attitudes about men and women, attitudes about education, and the importance of marriage. This study also examines the overall life satisfaction, self-esteem, and self-silencing behaviors of single, educated African American women. Results indicate that the educated African American female students received conflicting, dual messages from their mothers regarding gender roles and marriage. Implications include recognizing the importance of messages taught to African American daughters by their mothers in an effort to better understand the psychology of African American women.
The purpose of this chapter is to 1) review the need for diversity leadership in higher education, 2) explore the challenges of diversity leaders, 3) specify the need for mentorship in diversity leadership, 4) share the authors’ successful e-mentoring experiences as women faculty of color engaged in diversity leadership, and 5) offer recommendations on how to incorporate technology as a tool for mentorship in diversity leadership in higher education. The term “diversity” can be considered as vast as it is vague. For the purpose of this chapter, diversity refers to the recruitment and retention of students and faculty of color in higher education as well as the incorporation of multiculturalism across disciplines and curricula.
Black women academicians represent a highly educated group that at times hold positional power within institutions of higher education. In this paper, the authors utilize a critical race feminist frame to explore their experiences with relational aggressive dynamics within higher education work settings. Using auto-narrative qualitative methodology, they collected data through scholarly personal narratives in the form of journals. The entries were analyzed by utilizing an intersectional lens with a focus on coping. Data analysis yielded four themes framed as coping with frenemy dynamics between individuals and contexts. The authors consider the contribution of individual, institutional and structural elements.
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