Centering the Diverse Experiences of Black Women Undergraduates

Patton, Lori D.; Haynes, Chayla; Croom, Natasha N.

doi:10.1080/19407882.2017.1331627

Cited by 25 publications

(22 citation statements)

References 10 publications

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“…Centering Black women’s diverse experiences illuminated structural and systemic issues that shaped their individual and collective narratives (Patton et al, 2017). Predominantly Black organizations, sister circle-type collectives, counseling interventions, curricular foci, and epistemologies wherein Black women’s counternarratives were centered (e.g., hip-hop feminism) are examples of places and spaces where Black women not only understood their unique developmental processes but also gained strategies to assist their navigation of the educational matrix and sense of belonging (Croom et al, 2017; Greyerbiehl & Mitchell, 2014; Henry, 2010; Howard-Hamilton, 2003; Jones et al, 2016; Jones & Sam, 2018).…”

Section: Resultsmentioning

confidence: 99%

“…Black women’s experiences in college have been examined more recently in the past decade (Banks, 2009; Chambers & Sharpe, 2012; Commodore et al, 2018; Patton & Croom, 2017; Patton et al, 2017; Porter et al, 2020). Black women’s stories need to continue to be told—by them, for them, and alongside them—through peer-reviewed academic journals and accessible, practice-based venues.…”

Section: Implications For Practice and Future Directions For Researchmentioning

confidence: 99%

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Understanding Influences of Development on Black Women’s Success in U.S. Colleges: A Synthesis of Literature

Porter

Byrd²

2021

Review of Educational Research

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The purpose of this study was to illuminate how and to what extent Black women’s developmental processes have influenced their success within their respective U.S. college environments. Crenshaw’s three dimensions of intersectionality guided our analysis. We synthesized 38 peer-reviewed articles and interpreted five themes: (a) navigating the educational matrix, (b) sense of belonging, (c) perceptions of (lack of) institutional support, (d) living and learning at the margins while combating stereotypes, and (e) need for counterspaces and counternarratives. Implications of our findings include expanding definitions of student success, intersectionality and identity development, and equity-driven institutional practices.

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Section: Resultsmentioning

confidence: 99%

Section: Implications For Practice and Future Directions For Researchmentioning

confidence: 99%

Understanding Influences of Development on Black Women’s Success in U.S. Colleges: A Synthesis of Literature

Porter

Byrd²

2021

Review of Educational Research

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“…More opportunities for all of us in education to share our stories and tell our truths are needed. Offering opportunities for cultural reflection, selfauthorship, and testimony is very important in the education of Black college students (Harper, 2010;Patton et al, 2017;Rendon et al, 2004) and the educators who teach and advise them. Understanding ourselves as cultural beings has been affirmed as the critical first step in anti-racist work (Gorski & Dalton, 2019;Helms, 1995Helms, , 1997Kendi, 2019).…”

Section: Overview Of African Cultural Legaciesmentioning

confidence: 99%

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Jenkins

Boutte

Wynter-Hoyte

2021

JETHE

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In this essay, we center hip-hop culture and Black cultural legacies. We envision and offer a two-fold framework which illuminates the intersection between the two. We explore ways that the Black cultural experience (or better yet Black cultural praxis) has always brilliantly and organically demonstrated the shape and form of a scholarship of consequence. Black cultural praxis, or reflective action with a Black emancipatory influence, has always allowed freedom of movement, freedom of body, freedom of tongue, and freedom of voice. We translate what this cultural praxis teaches and urges regarding the transformation, unbinding, and freeing of both educators and educational spaces. We demonstrate how the intersection of hip-hop culture and Black cultural legacies can be instructive and transformative to educators. We invite educators to reimagine their classroom spaces by not only focusing on learning about hip hop but from it as well.

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“…Despite the persistent research on the negative experiences of Black women attending PWIs, they are still a neglected population, receiving little support and attention (Shaw, 2017). Furthermore, media and other societal institutions often portray Black women as strong and resilient (Patton, Haynes, & Croom, 2017; Stewart, 2017; Winkle-Wagner et al., 2017). Ignoring the marginalization of Black women students and attributing their success and retention to their innate strength is problematic, as it relieves the responsibility of institutions to provide necessary support for this population (Patton et al., 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

Critical Validation: Black Women’s Retention at Predominantly White Institutions

Kelly

Raines

Brown

et al. 2019

Journal of College Student Retention: Research, Theory & Pr

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Retention of Black students at predominantly White institutions (PWIs) is often studied. However, very few researchers examine what helped retain Black women undergraduate students from PWIs with multiple intersecting identities. Through a qualitative research design that honors the stories of 16 Black women who graduated from PWIs, we explore what helped to retain them at the PWI. Using Rendón’s validation theory as a framework, we sought to understand how validating agents assisted in the retention of Black women undergraduate students. We provide implications for practice and practical suggestions on how PWIs can be more thoughtful about retention of this population.

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Centering the Diverse Experiences of Black Women Undergraduates

Cited by 25 publications

References 10 publications

Understanding Influences of Development on Black Women’s Success in U.S. Colleges: A Synthesis of Literature

Understanding Influences of Development on Black Women’s Success in U.S. Colleges: A Synthesis of Literature

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Critical Validation: Black Women’s Retention at Predominantly White Institutions

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