The purpose of this qualitative narrative inquiry was to explore the impact of institutional context on Black first-generation college women's identity development. We examined their experiences along the lines of their minoritized race, gender, and first-generation student status using intersectionality theory. Six Black, first-generation college women participated in this study. The findings revealed (a) participants struggled with constant identity negotiation, particularly related to their potential for academic success as first-generation students; (b) all participants reported experiencing and seeing discrimination that culminated in feelings of institutional betrayal; and (c) despite negative experiences and encounters, each of the women in this study identified support mechanisms and counterspaces for developing healthy coping strategies with balancing their identity development in predominantly White campus environments.

In this Black Feminist qualitative study, we used sista circle methodology and Black feminist thought (BFT) to explore Black college women's experiences, socialization, and messages on skin complexion. We further examined the impact of these messages on Black college women's campus experience. Eight, self-identified, Black college women participated in this study. The individual and collective experiences of these eight sistas revealed: (a) Black college women receive messages about complexion and colorism from family and media; (b) the salience of colorism shifts depending upon Black women's educational status and identity development; and (c) acts of resistance against colorism vary from choosing to be silent, engaging in conversations, and even to committing to research on issues facing Black women. Campus practitioners should consider offering programs and resources inclusive of nuanced experiences of Black college women to avoid reaffirming colorism. Researchers should consider exploring (with)in-group privileges afforded to Black women based upon their complexion to better understand how colorism impacts (post)college success.

The purpose of this qualitative study was to explore Black women in graduate school and their experiences with financing their education and perceptions about student loan debt. Findings from the experiences of six Black women enrolled in graduate programs within the College of Education highlight inequality in institutional funding and student loan borrowing. Two research questions set the scope of the study: (1) What are the lived experiences of Black graduate women funding their education? and (2) What are the perceived long-term implications for Black graduate women repaying student loans? Two themes were identified from the first research question. They were: “It’s an Investment in Myself” and “Feels like a Continuous Weight.” Also, two themes resulted from the second research question, which were: “You don’t go and get a PhD without Funding” and “I’m not Fixing to Starve.” In conclusion, we offer recommendations for reparations in the form of scholarships, affordable master’s programs, and guaranteed loan forgiveness, along with implications for future research based on the results from the study.

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