Black Feminism in Qualitative Inquiry

Evans‐Winters, Venus E.

doi:10.4324/9781351046077

Cited by 152 publications

(29 citation statements)

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“…First, as scholars invested in studying and enhancing education, it is our responsibility to attend to Black girls and women just because. Despite the many contributions Black women have made and continue to make to enhance society and the system of education (both intentionally or forcibly against their own will), Black girls and Black women are still inequitably, unjustly misrepresented and left out of educational research that specifically focuses on them; their stories, needs, wants, and desires (Evans-Winters, 2019). Second, when investigating STEM identity as the mediating construct for student participation in undergraduate research experiences and retention in STEM (e.g., NASEM, 2017), it is important and necessary to explore the connection between students’ identity expression and engagement and the varied layers of their STEM educational context (e.g., URE program, STEM department, institution, STEM culture).…”

Section: Discussionmentioning

confidence: 99%

A phenomenological and ecological perspective on the influence of undergraduate research experiences on Black women’s persistence in STEM at an HBCU.

Morton

2021

Journal of Diversity in Higher Education

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Research investigating retention in science, technology, engineering, and mathematics (STEM) attends to environmental and programmatic influences on student persistence. Examining these structures affords the creation of generalizable opportunities that promote sustained STEM engagement. In attending to the experiences of 5 Black women participating in a STEM undergraduate research program housed at a Historically Black University, this article explored structural influences on Black women's identity expression as it relates to their STEM engagement. Applying Phenomenological Variant Ecological Systems Theory to qualitative methodology, the influence of an antagonistic, oppressive STEM culture on Black women's identity expression and participation emerged, detailing the extent to which the institution and STEM programming combat and perpetuate said culture. Implications for creating and replicating STEM programming are provided.

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Section: Discussionmentioning

confidence: 99%

A phenomenological and ecological perspective on the influence of undergraduate research experiences on Black women’s persistence in STEM at an HBCU.

Morton

2021

Journal of Diversity in Higher Education

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“…In contrast, Black feminist and critical race researchers traced the ways in which science can be a tool for controlling and pathologizing racialized populations (hooks, 1990; Collins, 1992, 2000; Ladson-Billings, 2000; Mullings, 1997). As Evans-Winters (2019) articulates, “Black feminists have always proclaimed, for personal and political reasons, that objectivity in the critique of society is neither desirable nor feasible in ongoing efforts to employ systematic investigation methods in combating White supremacy and male domination” (p. 21). Similarly, Indigenous researchers have long argued that white settler research that claims to be “neutral” is a colonial tool designed to control populations and the land (Absolon, 2011; Tuck, 2009; Tuck & Yang, 2014; Wilson, 2008).…”

Section: Recognizing the Problem Of “Neutral” Reactions To Racism Du...mentioning

confidence: 99%

Anti-Racist Research Praxis: Feminist Relational Accountability and Arts-Based Reflexive Memoing for Qualitative Data Collection in Social Work Research

Mayor

2022

Affilia

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Largely absent from the feminist qualitative social work research literature are practical discussions about the ethics of white researchers who “study up” people and institutions of power. This methodological article grapples with how to conduct data collection from an anti-racist framework. I explore my use of an arts-based self-reflexive memoing process of embodied tableaux to inform my experimentations of rejecting “neutrality” when interviewing participants. I provide examples of disrupting white, patriarchal, and colonial norms during qualitative interviewing, including directly naming my whiteness and anti-racist stance; intentionally challenging the racism of white participants and deepening critical reflection; and viewing myself through a lens of critical skepticism to recognize when I was protecting whiteness or failing to effectively intervene. I conclude with an invitation to others to experiment with an anti-racist research praxis—an iterative process of self-reflexivity and relational accountability to reflect, theorize, and act differently during feminist social work research.

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“…My positionality as a mother-scholar, educator, storyteller and queer Black person (I do not use any gender pronouns) presents an opportunity for me using qualitative research, to challenge the dominant thought and scientific methods set in place by the dominant society in academia (Evans-Winters, 2019). I am (re)learning who I am in this space to actively challenge the notions of suitable research (Dillard, 2012;Evans-Winters, 2019). My positionality for this research is rooted within the intersections of my race, gender and sexuality (Crenshaw, 1989).…”

Section: Danellementioning

confidence: 99%

(Re)constructing performative anti-racist education courses: from the experiences of Black feminist graduate assistants

Adeniji

Foster

2022

SSRP

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PurposeThe purpose of this study is to describe the authors’ experiences as Black feminist graduate assistants assigned to teach diversity courses led by white professors.Design/methodology/approachThe authors draw from Black feminist approach to provide authentic, liberatory anti-racist pedagogy, ensuring that the identities and cultural knowledge of Black, indigenous and people of color (BIPOC) pre-service teachers (PSTs) are given space in anti-racist education and social studies courses.FindingsThe study’s findings show that creating systems for (re)constructing performative anti-racist courses disrupt whiteness and whitewashed pedagogy in teacher preparation programs.Originality/valueThe implications of the authors’ experiences reflect that centering abolitionist teaching methods can bolster BIPOC PSTs anti-racist identities and future practices in diverse classrooms.

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Black Feminism in Qualitative Inquiry

Cited by 152 publications

References 0 publications

A phenomenological and ecological perspective on the influence of undergraduate research experiences on Black women’s persistence in STEM at an HBCU.

A phenomenological and ecological perspective on the influence of undergraduate research experiences on Black women’s persistence in STEM at an HBCU.

Anti-Racist Research Praxis: Feminist Relational Accountability and Arts-Based Reflexive Memoing for Qualitative Data Collection in Social Work Research

(Re)constructing performative anti-racist education courses: from the experiences of Black feminist graduate assistants

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