African American Women in the Academy:

Wallace, Sherri L.; Moore, Samuel K.; Wilson, Linda; Hart, Brenda

doi:10.2307/j.ctt4cgr3k.38

Cited by 23 publications

(2 citation statements)

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“…Sally consistently overworks to disprove the stereotype that Black women are either lazy or incompetent. The consistent drive to prove competence becomes another yoke worn by Black women, and other women of color, in higher education (Wallace, Moore, Wilson, & Hart, 2012).…”

Section: Don't Know I Don't Think We Can Get Away From That You Have ...mentioning

confidence: 99%

Voices in the Desert

Woodley

2022

International Journal of Bias, Identity and Diversities in Education

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The experiences of Black women educators are important, and yet their personal and professional experiences are rarely included as part of the faculty narrative at most North American higher education institutions. The continued normalization of White Supremacy and androcentricity, within North American higher education, maintain systems of oppression that perpetuate the systematic marginalization of Black women within the faculty ranks. The purpose of this study was to understand the experiences of Black women educators in New Mexico's higher education institutions. With a grounding in Black Womanist and Critical Race Theories, this qualitative research study employed snowball sampling as a means to engage ten Black women faculty members, via semi-structured interviews, in critical inquiry about their professional experiences with higher education. Study participants testified about experiences with microaggressions, discrimination, and racial battle fatigue as well as feeling intellectual, campus, and community isolation.

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Section: Don't Know I Don't Think We Can Get Away From That You Have ...mentioning

confidence: 99%

Voices in the Desert

Woodley

2022

International Journal of Bias, Identity and Diversities in Education

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“…While Black women continue to persist academically, these barriers leave them feeling incomplete, disconnected, and exhausted. Furthermore, studies that explore the experiences of Black women in higher education institutions reveal that they often spend much of their time and energy planning for and countering the expectations of others and not tending to themselves (Collins, 2001;Wallace et al, 2012;Whitaker, 2018). Intersections of race, gender, and class are always present as multiple levels of oppression that can and do inhibit their emotional, psychological, physical, and social well-being.…”

Section: Significance Of the Research Questionmentioning

confidence: 99%

Cite a sista: how Black women at Ivy League graduate schools of education make meaning of thriving

Jones

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This study, the first of its kind uses Black Feminist Thought as a framework to explore and investigate how Black women at Ivy League graduate schools of education make meaning of thriving. There are limited studies that center the voices of Black women at Ivy League graduate schools and there are no studies that look specifically at Ivy League graduate schools of education. Semi-structured interviews grounded in narrative methodology gathered insights from eight Black women between the ages of 32 and 54, who graduated from Ivy League graduate schools of education. Three main themes and six sub-themes emerged from the study. The themes were: being a Black woman, inside and outside the classroom, and resilience and the dream. The six sub-themes were: self-presentation and identity as a Black woman, authenticity and self-care, peer-to-peer relationships and social circles, strong supportive family and Black female administrators, resilience and the dream, bouncing back and staying the course, and desire to become agents. The findings of this study have important implications for higher education institutions to create a supportive and inclusive environment that fosters the success of all students. Moreover, this study will amplify the voices of Black women, include their stories in the literature on student success factors and provide additional opportunities to cite Black women.

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You Gotta Be: Embracing Embodied Knowledges in Doctoral Study

Jones

2015

New Dir Adult Contin Educ

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African American Women in the Academy:

Cited by 23 publications

References 0 publications

Voices in the Desert

Voices in the Desert

Cite a sista: how Black women at Ivy League graduate schools of education make meaning of thriving

You Gotta Be: Embracing Embodied Knowledges in Doctoral Study

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