Dissertations / Theses: 'Black women education'

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Gray, Brittany C. D. "Navigating colorism on campus| The experiences of Black, Black biracial, and Black multiracial women in college." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10254708.

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The purpose of this qualitative study was to explore the ways in which Black, Black biracial, and Black multiracial women experienced and navigated colorism in college. This is an important topic to explore given that colorism, or skin tone bias, has been found to impact the emotional, psychological, and social well-being of people of color. One-on-one interviews were used to gather data from 10 participants. Four themes emerged from the data analysis: (a) White colorism; (b) Colorism is ingrained in Black culture; (c) Emotional and psychological responses to colorism; and (d) Education is key. These four themes represent the participants’ experiences with colorism and provide insight into the ways they navigated encounters with colorism. This study adds to the research on colorism in higher education and offers implications for practice and directions for research.

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Watkins, Portia L. "Black Women Faculty: Portraits of Othermothering." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535634706111088.

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Hargett, Temetria D. "Career vs. marriage : perceptions of professional Black women employed in higher education /." View online, 2008. http://repository.eiu.edu/theses/docs/32211131458569.pdf.

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Mauro, Alta Thornton. "Identity (Re)Determination among Upwardly-Mobile Black Women." Thesis, The University of North Carolina at Greensboro, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10640538.

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Thousands of Black women in America are experiencing upward mobility, defined for the purpose of this study as moving into a higher socioeconomic status than one’s parents, guardians, or whomever raised them. As research indicates, these women may experience the strain of upward mobility more acutely than men or those of other races, given their identities as both women and racial minorities. The purpose of this qualitative research study was to explore Black women’s journeys of upward mobility, and to contribute to what we know about their experiences, specifically, any shifts in their perceptions of self resulting from upward mobility. I explored the ways that Black women conceptualize changes in their socioeconomic status alongside potential changes in their identity following a change in socioeconomic status. The sample included ten self-identified African-American women who self-identify as upwardly-mobile. The primary methods of data collection were in-depth interviews, focus groups, limited email exchanges during member-checks, and field notes. Evidence from this study suggests that a part of upwardly-mobile Black women’s socialization in Black families and communities was recognizing that their identities had been overdetermined, or determined for them, by others in those communities. The women were expected to be hyper-performers, meeting and exceeding high expectations. Being a hyper-performer would position them for success in new spaces where a different value system prevailed. A critical part of maintaining their sense of self as they pivoted between these differing value systems was, in fact, recognizing that their identity had been overdetermined again, this time by people who did not share the communal, Black values under which they had been socialized. Redetermining their identity for themselves would mean reframing their expectations of themselves and others, and finding ways to attend to their mental, spiritual, and emotional needs in lieu of having ample culturally-sensitive models from which to draw inspiration.

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Parker, Marcia Lynne. "Learning from their Journey: Black Women in Graduate Health Professions Education." Digital Commons at Loyola Marymount University and Loyola Law School, 2020. https://digitalcommons.lmu.edu/etd/936.

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While numerous efforts have been made across different educational contexts aimed towards increasing demographic diversity in STEM education, career decision-making content related to the potential pursuit of health professions education has failed to reach all students. Thus, there is a need for a more consistent and targeted sharing of information, including from the graduate level (where students must meet detailed requirements for specific healthcare disciplines), down to the community college and high school levels where students often make life-changing career-direction decisions without sufficient information to inform these decisions. At the other end of the spectrum, the conventional learning experiences in graduate health professions education have failed to adequately adapt to the expanding diversity of the patients they serve or to emphasize the depth and unique insight that students of color can bring to patients, their communities, and to the health professions classroom (Warshaw, 2016). In this context, this dissertation seeks to understand the experiences of a sample of Black women who have successfully entered or completed a graduate health professions degree program. Using a qualitative methodology, this study will explore and identify factors that first influenced their exploration into a health professions field, what barriers they overcame in their educational process, and how these experiences and meaning can be used by educational leaders wishing to improve access and inclusion for health professions education in the future.

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Shahid, Kyra T. "Finding Eden: How Black Women Use Spirituality to Navigate Academia." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1398960840.

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Roane, Tanya. "The Experiences of Young African American Women Principals." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/511.

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The purpose of this study was designed to gain an understanding of how young African American women principals experience the principalship. Three research questions were explored in this study: (a.) What are the pathways to the principalship for young African American women? (b.) How do African American women experience the principalship? (c.) What are the barriers that young African American women experience and what are their strategies for success? The researcher examined the day-to-day experiences faced by these women as they related to race, gender, and age challenges within the field of education. Using qualitative research with Black Feminist Standpoint theory as the theoretical framework, the study allowed these young female principals from Virginia to share their personal stories and struggles related to their experiences as principals. They participated in depth one-on-one, semistructured interviews and, as a follow-up, some participated in focus groups that contained open-ended questions. The findings indicated that these women rely on God, faith and family in their day-to-day work. Some of the women discussed the challenges that they face dealing with ageism, sexism and racism in the work place. Probing the reflections and experiences of these women will inform both research and practice, given their professional rise to principalship positions and their experiences once they attained the positions. It was crucial to add the voices of these women to existing literature because they bring a unique perspective to the practice of school leadership. Implications for this research include: college-bound students interested in school administration; university professors and school divisions interested in ways to support and provide professional development to these young leaders; feminist researchers; those interested in studying leadership theory and research, and aspiring and practicing principals interested in how African American principals support school improvement.

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Porterfield, Laura Krstal. "Hidden in plain sight: Young Black women, place, and visual culture." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/238388.

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Urban Education
Ph.D.
Hidden curriculum scholars have long since recognized the function of the visual in shaping the educational experiences of youth. Scholars have noted that the hidden curriculum of schooling has functioned as a primary socialization mechanism to reproduce capitalism, the state, gender, racial, and class-based inequalities. Today, urban high school spaces present both invisible and visible curricula that are shaped not only by the many images that comprise a school's visual culture, but also by the wider visual landscape. This is of particular import for working-class young Black women who are often framed and seen as social and economic problems within the discourse on urban schools/urban school failure. This discourse teaches. It is taught in and through the everyday visual texts, spaces, and places young Black women navigate to the point that the discourse linking Black femaleness, poverty, and failure becomes natural/normal. It is normalized to the point that it becomes "hidden in plain sight." The simultaneous transparency and invisibility of knowledge presents urban educators concerned about the Black girl and other youth of color with three intersecting problems. First, the educative role of the visual has been underexplored in the research literature on urban schools/urban schooling. Second, within the context of urban schools, we do not know enough about if and or how the educative role of the visual shapes young Black women's relationship with teaching and learning. Third, we do not know if or how the contentious relationship between visual learning inside and visual learning outside of school shapes young Black women's relationship with education as a formal institution and or a process. Given these three intersecting problems, this dissertation project centers on examining the educative impacts of place, visual culture, and design in an effort to fill the gap in the scholarship regarding this portion of the educational experiences of young Black women. Using visual ethnography and discourse analysis as primary methods, I engage a group of five primary student participants who attend a non-traditional, design-focused science and technology magnet school where they are one of the largest student cohorts. Einstein 2.0 is an instance of a progressive, non-normative, small learning community that is attentive to the power of the visual in shaping the teaching and learning experiences, especially for youth of color. In this way, it is a case that can help us better understand the challenges, opportunities, and complexities of harnessing the visual in the urban school context. In this study I argue that by creating a safe and emotionally engaging environment that rejects using punitive disciplinary frameworks and pseudo-factory/pseudo-prison design, Einstein's visual and school culture gave rise to an increased sense of emotional readiness for both producing and receiving knowledge that stands in sharp contrast to the more traditional ways urban schools often approach managing and controlling its student(s') body(ies). Given the increased role of the visual in shaping teaching and learning for youth in the 21st century urban context and the persistent link between young Black women and urban educational/societal failure, having the emotional readiness to deal with these challenges is crucial to their self-definitions (Collins, 2000) and internal motivation to reject and or exceed societal expectations. Using Einstein's approach to visual and organizational culture as a model, I make specific recommendations for educators tasked with or concerned about creating engaging school spaces for young Black women and other youth of color. These recommendations demand further attention to the ways that the visual, spatial, and emotional interact to contour the educational experiences and consumption practices of youth in urban America today.
Temple University--Theses

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Mainah, Fredah. "The Rising of Black Women in Academic Leadership Positions in USA| Lived Experiences of Black Female Faculty." Thesis, The Chicago School of Professional Psychology, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10105986.

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This phenomenological feminist study aimed to describe the lived experiences of Black female faculty in leadership positions in higher education. Black female academic leaders find it challenging to celebrate their individual leader development, work effort and success independent of historical marginalization, Affirmative Action, stereotypes, and tokenism among other stigmas. The group of faculty that was interviewed consisted of two deans and one associate dean, two department chairs who were also full professors, four full professors, five associate professors, two assistant professors, two faculty specialists, and two long serving adjunct professors. The group responses were used as the data that was then coded and emerging patterns were categorized into themes. In response to the research questions and from the findings, using the recurrent themes of challenges, gender and racism, success, mentoring and coping strategies, three conclusions were drawn: exclusion and discounting cause stress levels to rise and also contribute to lowered self-confidence and increased self-doubt; in the long term, the definition of success evolves and becomes less about academic expectations and more about authenticity and personal values; and having a mentor in higher education contributes to better chances of being appointed to leadership positions. Recommendations to specific departments include rewarding and recognizing as part of faculty evaluation the extra service Black female faculty add to their heavy workloads as they serve and mentor Black and minority students.

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Davis, Adrianne Musu. "“Can’t I be Black and smart?”: Examining the experiences of Black high-achieving college women inside and outside the classroom." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/427517.

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Urban Education
Ph.D.
This study examines the experiences of high-achieving talented undergraduate Black women inside and outside the classroom at a predominantly white urban university. Much of the higher education research studies how college affects students and how they develop psychosocially during their undergraduate experience. Using a series of semi-structured qualitative interviews with undergraduate honors students, this study examines how Black women make meaning around their experiences in their social and academic lives at college. Intersectionality is used as a theoretical framework to analyze participants’ experiences and to consider the salience of their intersecting racial, gender, and academic identities. Results indicated that inside the classroom participants were spotlighted and felt they were the representatives for their identity groups. In campus life, they were isolated and faced microaggressions from peers. Participants described their intersectional race x gender x academic identity as most salient in their experiences at college. Implications discuss strategies for creating more inclusive academic and social environments and future research for high-achieving undergraduate Black women.
Temple University--Theses

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Smith, Jamila D. "Still Waiting to Exhale: An Intergenerational Narrative Analysis of Black Mothers and Daughters." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1337797679.

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Mitchell, Melanie L. "They Want a Black Face Not a Black Voice| The Professional Experiences of African American Women Middle-Level Managers." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10825031.

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African American women in student affairs face negative experiences as they seek to move along their career paths, including discrimination based on race and gender, tokenism, and microaggressive behavior. This qualitative interview study explored the professional experiences of 25 African American women middle level managers (MLMs) employed at four-year, predominantly White institutions across the United States. All of the participants had a desire to advance beyond their current MLM position to a senior role in student affairs. This study employed a conceptual framework combining Black Feminist Thought (BFT) with the Human Resource (HR) Frame of Bolman and Deal which piece together a lens for both the individual experiences of African American MLMs, and as people in their organizations of higher education.

Three themes emerged from this study. First, participants faced professional and personal challenges throughout their professional journey including race-based and gender-based discrimination and disrespect, being “the only,” the need to think carefully about presentation of self, and demands based on higher standards of performance and motherhood. Second, participants accessed a range of strategies and supports such as mentors, sponsors, faith, family, community, and a network to respond to and navigate these challenges. Participants were strategic agents who recognized the importance of putting themselves first. Finally, opportunities for professional growth throughout their career were a central component of their plans for advancement.

This study offered recommendations for policy, practice, and future research. Individuals should build networks to find a mentor and establish community while continually seeking professional growth opportunities. Institutions should support affinity groups for faculty and staff of color, provide culturally relevant training for senior student affairs officers on preparing evaluations for African American women MLMs, and on-campus professional development opportunities including collateral assignments that align with the ACPA and NASPA competency areas.

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Dade, Kristin. "Education from the "Bottom" Up: Black Women Navigating the Community College Transfer Experience." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1349.

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This study looks at the experiences of 11 Black women as they transfer from community colleges to four-year institutions. This study employs Black Feminist Thought to help analyze the experiences of Black women who transfer from community colleges to four-year institutions. This framework is particularly applicable to this study because Black Feminist Thought recognizes the varied experiences that women encounter based on their intersecting identities (such as race and gender). Although Black women share some common racial and gender experiences, Black Feminist Thought acknowledges the fact that each woman ultimately has her own narrative, which influences how she perceives and negotiates her way through life. Utilizing the narratives of Black women will allow us to develop an authentic perspective of the lives of marginalized individuals.

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Ashmore, Lyn. "Mature black women in Higher Education : a study of culture, ethnicity, gender and educational experiences in Northern England." Thesis, University of Huddersfield, 2007. http://eprints.hud.ac.uk/id/eprint/961/.

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This chapter provides the background to this study, its significance, aims and intended outcomes. There are three themes that weave their way through the following nine chapters: firstly, the research aims to increase knowledge and understanding of how black mature women, particularly those black women from the lower socioeconomic groups, perceive higher education (HE) (Parry, 1995; Scott, 1995; Castells, 1997; Crawford, 2000; Connor, 2001; Walker, 2001; HEFCE, 2006). Secondly, the related concepts of ‘culture’ and ‘identity’ are crucial: based on the notion that culture and its impact can play a significant role in ethnic minorities’ behaviour and values (Verma and Bagley, 1984; Ward and Jenkins 1984; Mercer, 1994; Neave, 2000; Housee, 2001; Pollard, 2002; Mirza, 2005). Thirdly, this thesis locates its findings within the wider contexts of widening participation in higher education and of black women’s experiences, of HE, considering the problems and problematisation of mature students who may be confronted with educational and institutional barriers (Cross, 1981; Cummings, 1992; McGivney, 1993; Home and Hinds, 2000; Potter and Ferguson, 2003 and others). However, herein lies a conundrum: how to elicit and understand the higher education experience of mature black women students, and how to use this understanding to develop ways of enhancing the experiences of future students. To resolve my quest for answers, following Housee’s (2001) argument on ethnic minorities’ experiences in higher education, and Gilligan (1982) in a different voice, I need first to turn this question on its head: why am I concerned that the university experience of mature black women students may affect their learning? There is no simple dichotomy; there are black women of different age, ability, confidence, with different life experiences from not dissimilar cultural backgrounds rooted in advantage or inequality and living in conditions that may be enabling or dis-enabling in higher education with their story. Housee (2006) states that there was a clear indication that differences in students’ experiences were not merely due to whether the teacher had a good day or not, but that the significant factor was due to inconsistencies and unsupportive behaviour in terms of the way they spoke to students and often in the feedback students received (Young, 2000). In order to have an interweaving of the theoretical framework 5 of the research, I first had to look at the concepts of Critical Race Theory (CRT), barriers to learning, elements of a responsive lifelong learning and widening participation and best practices in teaching as a starting point in the analysis of the literature reviewed for this thesis. How mature black women fit into the ideological and cultural backdrop is discussed throughout this thesis.

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Howard, Shewanee D. "STANDING ON THE AUCTION BLOCK: TEACHING THROUGH THE BLACK FEMALE BODY." Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1187188330.

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Moore, Maia Niguel. "“NO COSBY SHOW”: SINGLE BLACK MOTHER HOMES AND HOW BLACK MEN BUILD ROMANTIC RELATIONSHIPS." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/dissertations/1168.

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This qualitative study explored the lives of 11 Black men to better understand how Black men who were raised in single Black mother homes build romantic relationships with Black women. One focus group and a series of individual in-person interviews were conducted with the participants who ranged between 23 and 43 years of age. Participants were asked questions that inquired about their family of origin, messages they received about relationships, how they define masculinity, their perceptions of Black women, and their previous and current experiences building romantic relationships. Guided by a narrative approach, several different coding methods were used to help reveal six core themes related to the study. Some of the more significant themes include: 1) conflicted feelings towards their parents and Black women; 2) male mentorship; and 3) masculinity. Because the study was conducted using a non-deficit approach, the findings were analyzed using Helms’ “Black racial identity development model”, critical race theory, and intersectionality; to conceptualize the participants’ experiences though the lens of White privilege, racism, oppression, and racial identity. The study revealed an inequity of empathy among the group of men related to their feelings towards their mothers and fathers. Additionally, then men’s feelings towards their mothers had a larger impact compared to their fathers on their perceptions of Black woman and how they build romantic relationships. This study is significant because it is the first study to simultaneously explore single Black mother homes and Black men and romantic relationships. Additionally, the study is significant because it provides rich insight about this specific topic and other features of the Black experience along with culturally relevant interventions and implications for counselors and counselor educators.

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Haynes, Janet M. "The streaming of black socio-economically disadvantaged youths in Ottawa's educational system : a black feminist perspective on educational inequality in Ottawa." Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=29959.

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The aim of my research was examine the impact of race, class and gender in Ottawa's educational system. I sought to find out if these factors played a role in the streaming of Black youths in basic or vocational programs and, if so, to what degree. While looking at the issue, I examined the narratives of both middle-class and working-class students and parents.
The study found that a student's socio-economic background largely determine her/his educational stream, be it basic, general or advanced. For example, all the participants in the vocational stream were working-class students while the participants that were streamed into the university bound program were from middle-class families. Teachers within the system also treated the parents differently. Middle-class parents had a greater degree of reciprocity between themselves and teachers compared to working-class parents.

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Wilson, Jessica Alyce. ""Ain't I a woman?": Black Women Negotiate and Resist Systemic Oppression in Undergraduate Engineering and Mathematics Disciplines." Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7248.

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In this inquiry I used Black Feminist Thought as the interpretive lens to investigate the characterizations and experiences of high achieving Black women undergraduate engineering and mathematics majors at a predominantly white institution. The qualitative inquiry considered intersecting oppressions to evaluate the experiences of this population. In particular, Black women operate in the intersection of race and gender, thus for a thorough analysis of their engineering and mathematics experiences to occur, the historical context of the United States and its oppressive structures must be considered. Stereotypes and systemic oppression follow this socially constructed identity as the participants enter the fields of engineering and mathematics as Black women. In order to develop relevant suggestions to increase the participation of this population in the field, I assert that the social construction of this intersectional identity must be considered. I evaluated the participants' experiences to determine its influence on their academic persistence and overall well-being. I implemented sista circle methodology, an ethnographic method that embodies a gender specific research methodology. Sista circle methodology expands beyond traditional methodology to draw on social relations, the wisdom of Black women in U.S. context, and functions as a medium for mentorship as a Black feminist practice. The data I collected as part of this study included a demographic survey, pre-interview, two sista circles, vision board collage, post-sista circle electronic reflection, "sista circle" alternative interview, and member checking. There were five participants in this study, and three of these participants engaged in the sista circle unity getaway and the remaining two participants completed the sista circle alternative interview. I analyzed the responses of all five participants in the interviews and sista circles to identify themes that emerged in this study. Eight themes emerged from the data: The first finding presented normalized policies and practices that reproduced an unwelcoming academic climate and specifically, 1) access to caring professors and the 2) competitive isolating environment. The academic climate forced the participants to negotiate self-doubt as they question if their program is the appropriate means to pursue their future career endeavors, in the second finding the participants experienced 3) variations in program expectations and reality, 4) a shift in academic self-concept, and 5) negotiated alternatives to persistence. In the third finding the participants responded to the conditions in the academic climate through forms of resistance, which include the construction of a 6) professional persona, 7) sense of community and peer bonds, and identifying 8) academic opportunities as motivational tools.

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Euclides, Maria Simone. "Black women, doctors, theorists and university teachers: challenges and achievements." Universidade Federal do CearÃ, 2017. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=20054.

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Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico
The objective of this research was to analyze the professional trajectory of black teachers and doctors, who work in public universities in CearÃ. Objectively, has been sought to understand if institutional racism and gender interfere in their professional trajectories, and what challenges were found to legitimize themselves in academic and scientific space. The methodology adopted is a qualitative research through semi-structured interviews with black female teachers who work in federal and state public institutions located in the interior and capital of the state of CearÃ. The interviews were fulfilled into 3 parts: identity profile (general information of interviewed), socioeconomic data and life history. Parallel to the interviews, the Curriculum Lattes of each teacher was analyzed in order to identify the academic course carried out by the teachers. From the narratives of nine black female teachers located at the State University of CearÃ, Federal University of CearÃ, Cariri Regional University and University of International Integration of Afro-Brazilian Lusophony, we present her trajectories, achievements and challenges. In this research, in spite of showing the advances and the achievements made by black teachers in higher education institutions, what represents the constant effective work through the construction of new methodological and epistemological proposals, it also presents and denounces the multiple facet of racism, prejudice and racial discrimination, through the career trajectories in the institutional sphere or in interpersonal relationships. These findings call attention to the urgency of constructing new concrete attitudes in the institutional sphere, in this way, some actions could be more prominent to confront racism and segregationism practices and the power relations imbued in academic culture. In spite of everything, we could reaffirm that the presence of black teachers in this white academy, rework the scientific canons, and it is also a space of affirmation and recognition. Once they are there (in the universities), they carry out a work where the individual is collective, within a perspective of schooling and antiracist education.
O objetivo desta pesquisa foi analisar a trajetÃria profissional de docentes negras e doutoras, que atuam em universidades pÃblicas do CearÃ. Objetivamente, buscou-se compreender se racismo institucional e gÃnero interferem em suas trajetÃrias profissionais, e quais os desafios encontrados para se legitimarem no espaÃo acadÃmico e cientÃfico. A metodologia adotada parte de uma pesquisa qualitativa mediante a realizaÃÃo de entrevistas semiestruturadas junto Ãs professoras que se autodeclararam negras e que atuam nas instituiÃÃes pÃblicas federais e estaduais, localizadas no interior e na capital do estado do CearÃ. As entrevistas foram divididas em 3 partes: perfil identitÃrio (informaÃÃes gerais da entrevistada), dados sÃcios econÃmicos e histÃria de vida. Paralelo as entrevistas, realizou-se anÃlise do CurrÃculo Lattes de cada professora de modo a identificar o percurso acadÃmico realizado pelas mesmas. A partir de narrativas de nove professoras negras situadas na Universidade Estadual do CearÃ, Universidade Federal do CearÃ, Universidade Regional do Cariri e Universidade da IntegraÃÃo Internacional da Lusofonia Afro brasileira, apresentamos aqui suas trajetÃrias, conquistas e desafios. Nesta pesquisa, apesar de mostrar os avanÃos e as conquistas realizadas pelas professoras negras nas instituiÃÃes de ensino superior, no que se refere ao constante trabalho efetivo mediante a construÃÃo de novas propostas metodolÃgicas e epistemolÃgicas, tambÃm apresenta e denuncia as mÃltiplas facetas nas quais o racismo, preconceito e a discriminaÃÃo racial transversalizam as trajetÃrias profissionais, quer seja no Ãmbito institucional, quer seja nas relaÃÃes interpessoais. Tais achados, nos chamam a atenÃÃo para a urgÃncia de construÃÃo de novas atitudes concretas em Ãmbito institucional, no enfrentamento das prÃticas racistas, segregacionistas e das prÃprias relaÃÃes de poder impregnadas na cultura acadÃmica. Apesar de tudo, podemos reafirmar que a presenÃa de docentes negras nesta academia branca, reelaboram os cÃnones cientÃficos, e Ã tambÃm um espaÃo de afirmaÃÃo e reconhecimento. Uma vez que lÃ estÃo (nas universidades), realizam um trabalho onde o individual Ã o coletivo, dentro de uma perspectiva de escolarizaÃÃo e educaÃÃo antirracista.

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Williams, Nashira. "Why Black Collegiate Women Volunteer: A Perspective on Meaning Making through Service with the Community." FIU Digital Commons, 2019. https://digitalcommons.fiu.edu/etd/3964.

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Studies explain that participating in community service enhances relationships, positively contributes to one’s purpose, and provides life satisfaction with a specific focus on retention and degree attainment for those enrolled in college (Corporation for National and Community Service, 2007). The simultaneous increase of Black women attending colleges as universities increase outreach to drive community engagement does not align with the shift in the research of civic engagement that excludes the activity of young Black people and is counterintuitive to the historical underpinnings of political and educational transformations in the United States (e.g., Civil Rights Movement) (Hewins-Maroney, 2008). The purpose of this study is to gain a better understanding of why current Black undergraduate women volunteer in their communities and how they perceive these volunteer experiences reflect on understanding themselves as Black women. Qualitative inquiry was used to explore the similarities and differences of how Black women make meaning of their experiences and understand themselves. The 11 Black undergraduate women who participated revealed eight themes that contributed to their reason for serving their communities. Overwhelmingly, the participants felt a drive, usually before college, that motivated them to serve their communities to impact themselves and others in transformative ways. Their work in the community was not without hardships or barriers, but overcoming those barriers were also motivating to the participants to recognize their privilege and continue to serve. The university’s role is something the participants were critical about as they had little connection to the university related to volunteering except for the marketing of service opportunities but contributed that to their peers. As the institutionalization of service-learning and volunteerism in higher education has become a strategy to increase retention, the findings from the present study add to the limited research of volunteer engagement of diverse populations. The participants shared their criticism of volunteering within the university as well as the community broadly, and they confirm that intentional outreach and educational spaces should be dedicated to ensuring that the community work of students of all backgrounds is valued and that these students be given opportunities to engage in meaningful volunteer work.

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Lewis-Keith, Sharon. "Demographic Differences, Self-esteem and Sexual Assertiveness among Black Women." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5495.

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There is a high HIV prevalence rate for Black women in Virginia; however, few scholars have examined how sexual assertiveness and self-esteem against HIV vary within this group. Black women who have low levels of self-esteem may increase their risk for HIV. The purpose of this quantitative cross-sectional study was to determine if four aspects of sexual assertiveness (sexual initiation, sexual refusal, HIV/AIDS/STD communication, and contraception/STD prevention) differed across demographic categories and were associated with self-esteem in a diversified group of Black women living in Virginia. A cross-sectional survey was conducted with a community-based sample of 117 adult Black women. The social cognitive theory was the framework that guided this study. ANOVAs were used to determine differences in means of the four sexual assertiveness subscales across the demographic categories (age, sexual orientation, income, education, and relationship status. HIV, AIDS, and sexual transmitted disease communication assertiveness mean scores were significantly higher among higher income Black women (padj=.016) and Black women with a college versus a high school degree (padj=.047). Moreover, Pearson bivariate correlation results showed self-esteem was significantly positively associated with all but one measure (sexual initiation) of sexual assertiveness. Health educators can use the findings of this study to create education initiatives that focus on building self-esteem and sexual assertiveness behaviors among Black women as an HIV/AIDS prevention method.

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Wilkins, Angela Alsberry. "What Are the Perspectives of Osteoporosis Screening Among Black Women?" ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2109.

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Osteoporosis is a serious disease which often brings pain, disability, hospitalization, and even death. An increasing number of studies have been conducted on the prevention and treatment of osteoporosis in White women, yet a paucity of research exists to explain disparities in screening and treatment of osteoporosis in Black women. This narrative study describes the perspectives of Black women regarding individual barriers to osteoporosis screening. The purpose of this study was to better understand the perspectives of Black women regarding prevention of and screening for osteoporosis. Selections included purposive, criterion sampling of 10 Black women who were 50 years and older, could speak and write English, and lived in Southeastern Virginia. Recruitment flyers were distributed to Black women who were members of 3 local churches. The conceptual framework for this study was the behavioral model of health services, which holds that individual's acceptance to use health service is partly controlled by that individual's predisposing, enablement, and need. Data were collected by in-depth face-to-face interviews and analyzed using open, axial, and selective coding. Four major themes emerged in this study including awareness of osteoporosis, knowledge of the screening, health beliefs, and sharing of information. While the narratives indicated positive effects from engaging in osteoporosis screening, there was a discrepancy in understanding the disease and explanations of screening results. This study addresses social change by identifying how awareness and knowledge may help Black women become more effective when they engage in osteoporosis screening, which can help to ensure health and a better quality of life.

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Watkins, Beverly Falconer. "Perceived salience of networking for the survival of black women faculty in accredited schools and programs of social work education /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487590702991804.

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Johnson, Colleen Rebecca. "Desire and Opportunity to Marry Among Black South African Women." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3800.

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This study examines how demographic and attitudinal variables are associated with Black South African women's desire to marry. Data from the South African Social Attitudes Survey are used to measure the impact of age, education, living standard, religiosity, urbanicity, cohabitation, and attitudes towards woman's careers, the acceptability of cohabitation, gender roles, unwed childbearing, and the financial and emotional security marriage provides on the desire to marry. Analyses indicate the following are associated with the desire to marry among Black South African women: age, cohabitation, attitudes towards cohabitation, and attitudes towards the financial and emotional security marriage provides. Secondly, data from in-depth interviews with 13 young, college-attending, Black South African women are used to give further insight into the impact of these variables on the desire to marry. Analyses of the interview data suggest that young Black South African women desire to marry but feel constrained in choice of eligible partners by the prevalence of infidelity, AIDS, domestic violence, and economic uncertainty. Additionally, educated, young, Black South African women feel less pressure to marry than older generations due to their emerging economic power and society's increasing acceptance of cohabitation, unwed childbirth, and postponement of marriage.

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Banks, Cerri Annette. "This is how we do it! Black women undergraduates, cultural capital and college success-reworking discourse /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.

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Shipley, Ahlishia J'Nae. "AN EXPLORATORY STUDY OF INTIMATE RELATIONSHIP SOCIALIZATION AMONG BLACK COLLEGIATE WOMEN." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_diss/171.

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The pathways through which individuals learn to appraise and behave in intimate relationships greatly influence the quality and stability of their relationships. Research on intimate relationships among college students guided by a socialization framework focusing on learning and ways of viewing relationships is limited. The purpose of the present exploratory study was to examine the experiences and processes wherein young Black collegiate women learn to approach, maintain, and reflect on their intimate relationships. This topic is particularly salient to Black collegiate women who find themselves navigating unbalanced dating scenes and negotiating love relationships while balancing academic achievement and career aspirations. Ten Black, heterosexual women attending a four-year institution of higher education participated in three in-depth interviews where they shared life experiences which contributed to their understanding of intimate relationships. Using symbolic interactionism as a guiding framework allowed me to discover the multiple descriptions and meanings the participants assign to the interactions in their families, with their peers, and in their symbolic environments. The narratives shared by the women in this study revealed a number of experiences which prompted them to engage in self-reflection, critique, and learning with respect to self-identity and intimate relationships. Hearing messages, observing others, and experiencing relationships for themselves provided these women with a foundation for knowing the importance of preserving self-worth and self-identity, establishing expectations, and communicating thoughts and feelings. Implications for practice include the importance of developing specialized relationship education culturally and socially relevant to Black collegiate women, training campus professionals on the unique needs and concerns of this population, and educating parents on communicating with daughters about intimate relationship development. Future research should devote specific attention to social context, paternal-daughter relationship communication, and parental relationship modeling.

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Trusiak, Marlène. "Hypertension Awareness and Health Care Access/Use in Black Women with Hypertension." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4821.

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Black women in the United States have a high prevalence of hypertension and suffer the most complications of cardiovascular disease. Black women, though aware of the dangers associated with hypertension, have limited opportunity to access health care and or change their lifestyles. The purpose of this quantitative cross-sectional study was to test if there was a significant difference in hypertension awareness, health care access/use, and lifestyle modifications in Black women prior to and post implementation of The Patient Protection and Affordable Care Act, as compared to women of other races. The behavior modification theory guided this study. Secondary data from the National Health Interview Survey for the years 2009 to 2013 for women ages 20 - 65 were analyzed using logistic regression analysis. According to the study results, there was no association (p values > 0.05) among variables age, education, income, length of employment, and hypertension awareness, health care access/use, and life style modification among Black women in the United States, as compared to women of other races. The findings from this study may allow researchers and policy makers to develop more culturally significant health services for Black women. These findings could create positive social change by targeting programs that promote hypertension awareness leading to effective lifestyle changes in Black women.

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Halsell, Tiffany Y. "High Impact Practices: A Mixed Methods Study of Engagement among Black Undergraduate Women." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1491747764231344.

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Allen, Krystal N. "Standing On Shoulders: A Narrative Inquiry Examining the Faculty Mentoring Experiences of Black Women in a Doctoral Program." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522881247934877.

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Tyler, Hardaway Ayana. ""I'm not your Mammy": Unearthing the Racially Gendered Experiences of Undergraduate Black Women Resident Assistants at Predominantly White Institutions." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/559400.

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Urban Education
Ph.D.
This critical qualitative research study describes and explores undergraduate Black women Resident Assistant (RA) experiences in the context of Predominantly White Institutions (PWI). While serving in the capacities of both student and student affairs professional, this study explored how women navigate the responsibilities of their role and the intersections of race and gender. Given the influx of campus hate crimes motivated by race across the United States, and to ensure the success and support of Black women students serving in these roles, it is imperative that we understand their racially gendered experiences within predominantly White contexts. Phenomenological research methods and a series of semi-structured interviews were used to examine the lived experiences of nineteen Black undergraduate women. Critical Race Theory, Black Feminist Thought, and Intersectionality were used as frameworks to examine how participants navigate their social identities and associated experiences as an employee and student. Findings from the study indicate that the intersection of Blackness (e.g. race), being a woman (e.g. gender), and serving in the leadership role as an RA, is influenced by oppressive conditions which presented themselves in the following seven themes: Institutional Oppression; Racism; Physical, Emotional, and Psychological Stress; Fear; The Outsider Within; Controlling Images; and Care through Counterspaces. This study’s findings and future recommendations have the potential to support and inspire Black and other minoritized undergraduate student RAs, illuminate the diverse experiences of undergraduate Black women, and to enhance professional leadership development of residential life practitioners at PWIs.
Temple University--Theses

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Smith, Frederick. "The Politics of Ethnic Studies, Cultural Centers, and Student Activism| The Voices of Black Women at the Academic Borderlands." Thesis, Loyola Marymount University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10929596.

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Through employing critical narratives, this qualitative study examined the experiences of Black women who utilized their scholarship and activism to address campus climates at a predominantly Chicanx Latinx institution in Southern California. Six Black women—two faculty, two staff, and two students—participated in the study. All participants were active with Ethnic Studies (Pan-African Studies), the campus Cross Cultural Centers, and Black Student Union student organization in some capacity. Literature on the three areas focuses on the history of and ongoing struggle to exist, significance to campus life, and meaning in the lives of marginalized and minoritized communities. The study used three frameworks: Critical Pedagogy, Critical Race Theory, and Black Feminist and Black Womanist Theory to analyze the critical narratives of the women. Findings revealed Black women integrate community issues into their professional and personal lives, experience rare moments of being celebrated, and must contend with intentional efforts to silence their voices and activism. This study, informed by the Ethnic Studies politics of higher education, contributes to this field by identifying how Black women activists contribute to the moral and ethical leadership of campus climate conversations.

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Graham, Daria-Yvonne J. "Intersectional Leadership: A Critical Narrative Analysis of Servant Leadership by Black Women in Student Affairs." University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1523721754342058.

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Ferguson, Janice Y. "Anna Julia Cooper: A Quintessential Leader." Antioch University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1420567813.

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Shivers, Marian C. "Black women administrators in California community colleges: Perceived influences of sex and race discrimination and affirmative action." Scholarly Commons, 1985. https://scholarlycommons.pacific.edu/uop_etds/3173.

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The purpose of this study was four-fold. First, it determined the extent to which Black women were employed full time in the top three levels of community college administration in California. Second, it gathered demographic and attitudinal data about Black women in community college administration in California. Third, it reported the perceptions of Black women currently employed in top-level positions regarding race and sex discrimination as they had personally experiences it and the influences of affirmative action on career advancement. Finally, it reiterated some of the historical trends which influenced the role of Black women in the labor force as presented in Chapter 2. The research addressed the following questions: (1) Has the representation of Black women administrators in top level positions in California community colleges increased or decreased in the last decade?; (2) What does the demographic profile of Black women administrators portray regarding their educational level, age, family background, and professional experiences?; (3) Hor are current Black women administrators motivated to achieve their present positions”; (4) Do current Black women administrators aspire to higher administrative positions? If so, to what positions”; (5) Do Black women administrators report that they have experiences race and/or sex discrimination in their professional careers, particularly in the community colleges?; and (6) Do Black women administrators report that affirmative action played a significant role in their upward career mobility?

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Onder, Sylvia Wing. "Women and the dynamic interaction of traditional and clinical medicine on the Black Sea coast of Turkey /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487951907958023.

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Walter, Cheryl Michelle. "Physical activity in the lives of two generations of black professional women in the Nelson Mandela Metropolitan Municipality." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/664.

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The association between physical inactivity, adverse health and hypokinetic diseases has been widely researched. There is an increased risk of being overweight, and of developing certain chronic diseases and suffering premature death associated with physical inactivity (Young, Miller, Wilder, Yanek & Becker, 1998). Recent surveys and studies have revealed that the majority of the South African population has moved extensively along the epidemiological transition towards a disease profile related to Western lifestyle, where deaths due to chronic diseases of lifestyle is a great cause for concern (Steyn, 2006). Black women, in particular, have been identified as a high risk group with the highest levels of inactivity and the highest levels of overweight and obesity in the country (SADHS, 1998; WHO, 2005). Although there is a growing body of knowledge and research on physical activity in general, there is still a lack of data on the determinants and barriers to participation in physical activity (Lambert & Kolbe-Alexander, 2006). Cultural patterns and economic, political and ideological orders affect the participation of women in sport (Hargreaves, 1994:5). Black women in South Africa have been disadvantaged by the past government’s policy of apartheid, and have also been marginalized and oppressed in their own patriarchal societies. The first democratically elected government in 1994, however, committed itself to gender equality and women’s emancipation, with constitutional guarantees on equality and an affirmative action policy to address gender inequalities. In order to evaluate the extent of the beneficial impact of these political changes in women’s lives, this study proposed to investigate physical activity patterns in the lives of two generations of black professional women (teachers, nurses, social workers and public managers) from the Nelson Mandela Metropolitan Municipality. The objectives that guided the research were: • To describe and compare the physical activity patterns and health status of two generations of black women through questionnaires, physical activity records and mechanical devices. • To explore and describe the psychosocial context and socio-cultural influences on physical activity in the lives of the participants. xi • To explore and describe the participants’ perceptions and attitudes, motivations and constraints relating to physical activity. • To use the research findings to compile guidelines to promote physical activity participation among black women. A mixed method approach using both quantitative and qualitative methods was selected to achieve an holistic understanding of physical activity in the lives of black South African women. The older generation (OG) of professional women was comprised of community teachers, nurses, social workers and public managers (n=111, aged 35 to 45 years, mean age = 39.87 years). These women, through their occupations, were in constant contact with the community and could be regarded as role models who influence community lifestyle, attitudes and behaviour. The younger generation (YG) (n=69, aged 18 to 21 years, mean age = 20.12 years) was comprised of teaching, nursing, social work and public management students in the Nelson Mandela Metropolitan Municipality. The objective of the quantitative section of the study was to provide baseline information on the physical activity patterns and health status of these two generations of black professional women. Physical activity and health questionnaires were administered and the ActiGraph GT1 accelerometer was used to provide an objective measure of energy expenditure. The objective of the qualitative data collection was to explore and describe the psychosocial context and socio-cultural influences on physical activity in the lives of the participants, and to investigate their attitudes to and perceptions of physical activity, and their motivations and constraints related to it. In-depth qualitative interviews were held with the participants who wore the ActiGraph, and a group of 47 were interviewed (sample size determined by data saturation from the interviews). An explorative-descriptive research design was used in the study. The sampling method was purposive and criterion-based. The younger generation of students were mostly selected from the various campuses of the Nelson Mandela Metropolitan University, while additional student nurses were recruited from the Lilitha Nursing College in the Nelson Mandela Metropolitan Municipality. The older generation of professionals were recruited from schools and clinics in the areas of New Brighton, Kwa-Zakhele, Zwide, Motherwell and Kwa-Nobuhle (all historically black areas), the Eastern Cape Department of Social Development, non-government organizations and the Nelson Mandela Metropolitan Municipality. xii The quantitative data were analysed by means of descriptive and inferential statistics. The qualitative data was analysed according to the steps described in Creswell (2003). The results of the quantitative data indicated that prevalence of overweight and obesity among both the YG and OG was high. The mean BMI for the YG and OG were 24.71 kg/m2 and 31.27 kg/m2, respectively, with 41% of the YG and 86% of the OG falling into the overweight/obesity category. BMI was significantly greater (p<.05) for the OG than for the YG. In addition, both the OG and YG had satisfactory scores for the health-related behaviour measures (the Belloc and Breslow Lifestyle Index and the HPLP). All the physical activity measurements (the FIT Index of Kasari, the GPAQ and the ActiGraph data) confirmed that both the YG and OG were not sufficiently physically active. They did not meet the Centre of Disease Control (CDC) and American College of Sports Medicine (ACSM) recommendation of engaging in at least 30 minutes of moderate-intensity physical activity on most, or preferably all, days of the week. The YG were significantly more active than the OG in all the physical activity measuring instruments. They were still, however, not reaching the health enhancing physical activity (HEPA) level (≥7 days of any combination of moderate and vigorous activity, ≥ 3000 METmins/week). Pearson Product Moment correlations were calculated to determine the relationship among the various measurements of physical activity o the one hand and the relationship between the measurements of physical activity and the health-related behaviour measurements on the other hand. The correlational analyses highlighted a good cross-validation of the various measures of physical activity. There was a significant correlation between the measures of leisure time physical activity, that is the FIT Index, and the leisure domain of the GPAQ. There was also a significant relationship in the area of walking or steps taken, that is the ActiGraph steps and the GPAQ transport domain. There was also a significant relationship between the overall measures of physical activity, that is the GPAQ total score, and the ActiGraph calories. The correlations between the various physical activity and health related behaviour measures revealed that only the leisure related physical activity measurements, that is, the FIT index and the GPAQ leisure domain, had a significant correlation with the two health related behaviour measures, namely the Belloc and Breslow Lifestyle Index and the HPLP, respectively. xiii The results from the qualitative data revealed that both the OG and YG had positive attitudes towards physical activity participation (displayed by their awareness of the many benefits, their expressed intention to start exercising, the encouragement given to their children in relation to physical activity participation), even though the majority of them were not active on a regular basis. Participants recognized the educational, recreational and developmental importance of being physically active, a shift in attitude from their own upbringing and lifestyles. Regardless of how firmly people may believe that physical activity is beneficial to their health, there are many barriers, whether real or perceived, that represent significant potential obstructions to the adoption, maintenance, or resumption of participation in physical activity (Booth et al., 1997). Three sub-themes were identified in relation to the barriers to physical activity participation, namely personal factors, environmental factors and socio-cultural factors. The personal factors included time constraints, stress and tiredness, lack of motivation, negative school experiences, negative associations with exercise and financial constraints. The environmental factors included residential areas, availability of recreation and sports facilities, and safety. The socio-cultural factors were lack of social support, exercise “not being a part of African culture”, traditional roles of males and females, dress code, exercise associated with the young, exercise associated with undesirable weight loss and negative comments by the community. On the basis of research findings, guidelines were drawn up for the promotion of physical activity participation among black women.

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Lewis-Flenaugh, Jaymee E. M. "Self-Definition as Workplace Practice for Black Women Senior Housing Officers in Higher Education: A Sista Circle Study." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1626474053385395.

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Simelane, Immigardht B. H. "What are the personal and public challenges facing black women in their quest for leadership roles in schools?" Diss., Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-03302005-102602.

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Eastin, Adryan R. "Using the Social Cognitive Theory to Predict Initiation and Duration of Breastfeeding in African-American Women." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397733722.

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Nyemba, Florence. ""In their own voices". A Participatory Research Project with Black Zimbabwean Women in Greater Cincinnati." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406810744.

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WoodBrooks, Catherine M. "The construction of identity through the presentation of self : black women candidates interviewing for administrative positions at a research university." Connect to resource, 1991. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1220038761.

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Sobers, Shauna Tamara. "Can I get a witness?| The resilience of four Black women senior student affairs administrators at predominantly White institutions." Thesis, University of the Pacific, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3625189.

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The purpose of this qualitative research guided by resilience theory was to investigate the experiences of four Black women senior student affairs administrators at predominantly White institutions in order to understand the strategies for success that led to their advancement to senior level positions. Participants included four deans of students and/or vice presidents for student affairs (reporting directly to the president of the institution) at four-year small private predominantly White institutions (enrollment under 5,000). The participants' recounted experiences of tokenism, perceptions of the appearance, perceptions of communication styles, and inequitable compensation. They also reported support systems such as mentors, giving back, and spirituality that influence their thoughts, actions, reactions, decisions, and motivation to continue in the field, in their position, and ultimately in higher education. The implications of the study encourages institutions to provide funding, personnel resources, and training for all employees as well as encourages current Black women administrators to discuss their professional experiences to continue to inform scholarship and practice.

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Glover, Wandalyn Fanchon. "Navigating the academy: The career advancement of Black and White women full-time faculty." W&M ScholarWorks, 2006. https://scholarworks.wm.edu/etd/1539618637.

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The recruitment, retention, and promotion of Black women in the academy continue to be a challenge even after numerous policies and programs to rectify historical and social injustices in American society. This study utilized a womanist lens as a framework to conceptualize the interlocking impact of race and gender on the experiences of Black women in higher education. Utilizing a quantitative design, the primary source for the study included data gathered from the National Study of Postsecondary Faculty conducted by the National Center of Education Statistics (NCES) in survey cycles of 1993, 1999, and 2004. The researcher examined the pace at which Black women full-time faculty have advanced during this period compared to White women full-time faculty.;The results of this study revealed very little difference between the two populations in degree attainment, institution type, age, salary, discipline, workload, productivity, and job satisfaction. The greatest differences were found in marital status and perceptions of fairness. The findings from this study contradict the literature that paints a picture of objective inequality, but leave room for further study based upon the uniqueness of the Black woman's experience when placed in the context of race, gender, and class. It is possible that objective equality of status comes at personal sacrifice that the researcher did not measure or assess. The researcher suggests the study be expanded to include a qualitative segment, which would provide a more holistic picture of the Black woman faculty member.

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Jackson, Saecilia. "Issues Affecting Sexual Decisions among Black Women in the Era of HIV/AIDS." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1999.

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HIV/AIDS became a significant concern in the United States (U.S.) during the 1980s and in recent years has increased the most among people living in underserved urban areas, particularly impacting Black women ages 24-35. Guided by the social learning theory, this phenomenological study explored the lived experiences and behaviors of Black women in the south in order to understand their sexual health decisions and how those decisions impact the spread of HIV/AIDS among this group. The central research question focused on understanding the sexual decision making of Black women in Georgia, from the perspective of the client and provider. Convenience sampling was used to recruit 21 participants at 2 HIV testing facilities. Interview data were collected from 9 clients, consisting of Black women ages 24-35, and 12 providers, consisting of HIV testing coordinators and administrators. Data were subjected to an inductive coding procedure and were then organized around themes. Findings suggest that clients perceived a lack of education and limited access to healthcare, due to socioeconomic status and rising medical costs, as contributing factors to the sexual decisions of Black women. Providers differed in suggesting that community distrust and lack of provider empathy and awareness were the primary factors due to broken relationships between provider and client. By understanding the sexual decision making of Black women in Georgia, this research can foster social change by identifying and creating educational programs heavily focused on the delivery of positive sexual health messages aimed at reducing the spread of HIV/AIDS among this group.

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Hazelwood, Ashley Marie. "Teach Me, Toward Me: Returning the SISTAH to the SISTAH: Exploring the Use of Afrocentric Pedagogy and Andragogy for Black Women in the Higher Education Classroom." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505255/.

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The purpose of the study was two-fold. First, the study explored how self-identified Afrocentrist professors in higher education utilized Afrocentric pedagogy and andragogy to address the learning needs of students, specifically Black women students. Second, the study explored the ways in which Black women students experienced that learning in the higher education classroom. The purpose was advanced through an in-depth analysis of Afrocentric teaching and learning in the higher education. A sample of five self-identified Afrocentric faculty members - three females and two males - and five Black women students who studied with those professors was identified. Participants were interviewed individually in-person and by telephone. Data analysis resulted in the themes of the importance of living an Afrocentric life in which the African body is centered and elevated, rejection of European dominance and universalism, re-routing history, and introducing Afrocentricity as a methodology from which to analyze human life. These themes presented core values, approaches, practices and characteristics utilized in Afrocentric teaching. Findings also showed that the Black women student participants received multiple benefits from receiving an Afrocentric education that assisted them in their journeys through higher education. Study findings provided a foundation for the guidebook "Teach Me, Toward Me Kuongoza, "a tool for educators who choose to explore the Afrocentric journey, and for those who are curious about Afrocentricity's intent. The guidebook may be utilized by higher education institutions with a commitment to the academic lives of their Black students as well as those of diverse cultural backgrounds.

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Maurtin-Cairncross, Anita. "Creating 'space' for publication: challenges faced by women academic staff members at historically Black South African universities." Thesis, University of the Western Cape, 2003. http://etd.uwc.ac.za/index.php?module=etd&amp.

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In this study an attempt was made to explore the challenges with regard to publications experienced by academic women at three selected Historically Black Universities (HBUs). Although based predominantly within a feminist qualitative metholodogical framework, both qualitative and quantitative research methods were used in this study. Based on the findings of the study, the recommendations illustrated participants' responses. Some of the recommendations illustrated participants' expressed need of staff development with a specific focus on training in publication skills
mentoring and support networks
assistance and support for their publishing venture at both institutional and departmental level and the development of strategies that would assist academic women in 'juggling' their personal and academic roles.

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Burkhard, Tanja Jennifer. "Horizons of Home and Hope: A Qualitative Exploration of the Educational Experiences and Identities of Black Transnational Women." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1493670254322014.

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Williams, Yhana J. Ph D. "Educated African American Women: Educational Expectations and Outcomes." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1343052328.

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Yeboah, Amy Oppong. "(Re)inscribing Meaning: An Examination of the Effective Approaches, Adaptations and Improvisational Elements in Closing the Excellence Gap for Black Students." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/224585.

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African American Studies
Ph.D.
From great African nations like the Ancient Kemites, Akan and Gikuyu, the world witnessed the development of the most powerful social structures, governance systems, ground breaking innovations in science and technology, and systems of thought that still exist today. Hence, in looking at the low performance levels of Black students today, the question becomes, how do the descendants of those who created writing, mathematics, and science; and then in the face of episodic disruptions laid their lives on the line to read, write, and built public schools, Sabbath schools, and Historically Black Colleges and Universities, close the excellence gap between their actual performance and deeply rooted cultural expectations? The present study reviews the essential questions and proposed solutions for closing the excellence gap that have been offered by previous generations of scholars. Africana Studies methodological framing questions were used to examine the long-view experiences of African people as well as a three tier critical ethnographic research methods approach. The study revealed that Black students gained a level of excellence in the face of disruption through: (1) Collective Training, (2) Spiritual and Moral Balance, and (3) Content Mastery. The prerequisite for sustaining educational excellence was found to be in the individual roles female and male representatives play as the primary educators of Black children. Secondly, nurturing a sense of identity through a spiritual understanding of social order and moral responsibility to the collective is also a requirement. Nevertheless, what unites and emerges as the chief element is content mastery. The ability to retain and keep content through listening and reading; and present a level of mastery on that information through speaking, writing and action to solve problems, completes the reciprocal process of educational excellence.
Temple University--Theses

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Dubose, Lisa E. "Experiences in the Leadership Advancement of African American Women." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1510681105954819.

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Dissertations / Theses on the topic 'Black women education'

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