Critical Perspectives on Black Women and College Success

Patton, Lori D.; Croom, Natasha N.

doi:10.4324/9781315744421

Cited by 50 publications

(23 citation statements)

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“…5). The way Chavone's narrative is presented in her co-authored article does more to expose her tremendous vulnerability for the White gaze (Goitom, 2019;Yancy, 2008) than enhance the literature on Black women in America (Angelou, 1997;Berry & Gross, 2020;Hine, 1974;Truth, 1951), in higher education (Banks, 2009;Benjamin, 1997;Evans, 2008;Patton & Croom, 2017), or the growing scholarship on Black women in undergraduate engineering programs (Bush, 2013;Gibson & Espino, 2016;Stitt & Happel-Parkins, 2019). We can consider it widely known that Black women embody tremendous fortitude and social agility to get into, and through, engineering, and we can look across disciplines to observe research methodologies that are truly empowering for participants like participatory action research (Kemmis et al, 2013;McIntyre, 2007) or CRiT walking (Giles & Hughes, 2014), among others (Denzin et al, 2017;Ross, 2017;Solórzano & Yosso, 2002).…”

Section: Constructive Critiquementioning

confidence: 99%

Criticality Is Crucial: Fidelity in What We Say and What We Do

Holly

2021

Studies in Engineering Education

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Martin and Garza's (2020) article presented a commendable case for empowering marginalized students in engineering education research at a poignant moment in global history. Presenting the experiences of a Black woman navigating the consequences of structural educational barriers as Black Americans endured the consequences of structural injustices in health and law enforcement was quite compelling. This response extends the discussion of their work by engaging with two important questions: 1) What is autoethnography? and 2) How can White scholars support Black students without also reinforcing the benefits of White supremacy? Although these questions seem distinct-one focuses on the methodology, the other on the culture of scholarly practices-they represent a growing trend in engineering education research to use autoethnography as a way to present the voices of the marginalized. Because this trend has so much revolutionary potential, I provide some critical reflections on the culture of power in engineering education research and offer suggestions on how research practices can be healing-centered and power-shifting.

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Section: Constructive Critiquementioning

confidence: 99%

Criticality Is Crucial: Fidelity in What We Say and What We Do

Holly

2021

Studies in Engineering Education

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“…Third, race was recognized as just one among many possibly salient social group identities students held that affected their college experiences (see in addition, Strayhorn, 2013). Also, these scholars examined how racially minoritized students engaged multiple systems and structures of oppression, particularly related to the intersection of race and gender (Patton & Croom, 2017). Although intersectionality became a common theoretical framework among higher education scholars, it was not always executed consistent with its origins in Black feminism and critical legal studies (Harris & Patton, 2018).…”

Section: Susana Muñoz (2018) Developed Legal Consciousness and Criticmentioning

confidence: 99%

Envisioning Possibilities for Innovations in Higher Education Research on Race and Ethnicity

Stewart¹

2019

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This article uses the Sankofa principle of going back and getting that which can enable a community to imagine new possibilities. In this article, four waves of current research in race and ethnicity in higher education are offered, as well as some lessons learned from them. These considerations provide the backdrop for imagining how a fifth wave may be ontologically and epistemologically oriented, what themes it might take up, and its possible implications.

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“…However, misinterpretations and misunderstanding of the hashtag can dismiss the actual labor Black women contribute. Patton and Croom (2017) argued, While the purpose of the Black Girl Magic message across Black women's communities is rooted in self-empowerment and uplift, the message has also been mishandled and used as a trope to diminish the complexity of its meaning for Black women, who are generally forced to define and redefine themselves beyond stereotypical notions of resilience and success. (p. 7) Neither of the aforementioned tropes presents a holistic view of Black women's lives and experiences.…”

Section: Failing To Imagine Black Women As Possibility Models For Institutional Changementioning

confidence: 99%

Hidden in Plain Sight: The Black Women's Blueprint for Institutional Transformation in Higher Education

Patton

Haynes

2018

Teachers College Record: The Voice of Scholarship in Education

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Many institutional leaders find themselves struggling to achieve racial equity in a sociopolitical context where hatemongering, misogyny, xenophobia, heterosexism, and racism have been normalized and minoritized students, staff, and faculty have been relegated to the margins. Few institutional leaders (e.g., presidents, provosts, chancellors, boards of trustees, deans) understand how, why, and the extent to which minoritized peoples are affected by multiple and overlapping forms of oppression. As a result, institutional change efforts to transform campuses into identity-affirming and socially just learning environments often prove ineffective because college and university leaders typically engage in single-axis identity politics to promote diversity, equity, and inclusion. In this article, the authors challenge institutional leaders to take up intersectionality as a method of engaging in lasting transformational change that promises to advance racial equity in higher education. The authors also expose the limitations of existing institutional change models by highlighting their intersectional failures and prompt readers to imagine Black women as possibility models for institutional change that transforms higher education and advances racial equity.

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Critical Perspectives on Black Women and College Success

Cited by 50 publications

References 0 publications

Criticality Is Crucial: Fidelity in What We Say and What We Do

Criticality Is Crucial: Fidelity in What We Say and What We Do

Envisioning Possibilities for Innovations in Higher Education Research on Race and Ethnicity

Hidden in Plain Sight: The Black Women's Blueprint for Institutional Transformation in Higher Education

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