Exploring Undergraduate Black Womyn’s Motivations for Engaging in “Sister Circle” Organizations

Croom, Natasha N.; Beatty, Cameron C.; Acker, Lorraine D.; Butler, Malika

doi:10.1080/19407882.2017.1328694

Cited by 46 publications

(42 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, the CCSs allowed for Black girl narratives to be individually and collectively shared in liberatory and healing ways. While research has explored the concept of sister circles on college campuses (see Croom, Beatty, Acker, & Butler, 2017), the literature is virtually silent on sister circles as a CCS in K–12 settings and how it can serve as an identity-affirming counterspace (D. J. Carter, 2007) for Black girls.…”

Section: Discussionmentioning

confidence: 99%

The Impossibility of Being “Perfect and White”: Black Girls’ Racialized and Gendered Schooling Experiences

Andrews

Brown

Castro

et al. 2019

American Educational Research Journal

137

View full text Add to dashboard Cite

The African American Policy Forum and the Center for Intersectionality and Social Policy Studies states, “The risks that Black and other girls of color confront rarely receive the full attention of researchers, advocates, policymakers, and funders.” The limited awareness of the challenges that Black girls face perpetuates the mischaracterization of their attitudes, abilities, and achievement. Thus, school becomes an inhospitable place where Black girls receive mixed messages about femininity and goodness and are held to unreasonable standards. This study explores how Black girls describe and understand their school experiences as racialized and gendered and the ways a conversation space allows Black girls’ meaning making about and critical examination of individual and collective schooling experiences.

show abstract

Section: Discussionmentioning

confidence: 99%

The Impossibility of Being “Perfect and White”: Black Girls’ Racialized and Gendered Schooling Experiences

Andrews

Brown

Castro

et al. 2019

American Educational Research Journal

137

View full text Add to dashboard Cite

show abstract

“…Literature has also included Black women’s developmental experiences concerning physical and psychological well-being (Flowers et al, 2012; Hesse-Biber et al, 2010; Jones et al, 2016; Jones & Sam, 2018; Szymanski & Lewis, 2016), leadership development (Domingue, 2015; Hotchkins, 2017; Roland & Agosto, 2017), and racialized and gendered experiences on campus (Blevins, 2018; Corbin et al, 2018; Croom et al, 2017; Greyerbiehl & Mitchell, 2014; Henry, 2010; West et al, 2016). While scholarship on Black women has increased over the past decade, a comprehensive analysis and “pulling together” of scholarship to enhance institutional practice was missing.…”

Section: Overview Of Black Women’s Success and Development In Collegementioning

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

View full text Add to dashboard Cite

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.

show abstract

“…professional organizations, affinity clubs), to build relationships and opportunities to connect is advised. Groups such as sister circles allow its participants to observe how African American women co-exist, find role models with similar experiences to provide guidance, and find a space to discuss and be more of themselves (Croom et al, 2017). As found in research by Hall et al (2012), for African American women to cope with high-level stressors in the workplace, they primarily relied on their faith and the support of other African American women.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

African American women leadership across contexts

Sales

Burke

Cannonier

2019

JMH

View full text Add to dashboard Cite

Purpose This paper aims to examine women leaders from diverse career backgrounds and ethnicities to discover their perspectives of their leadership roles and empowerment to determine similarities and differences among them, focusing on the perspectives of African American women. Design/methodology/approach The review process began with a comprehensive review of African American women in history in the context of leadership and empowerment. Next, a Q-sort methodology was used as a semi-qualitative approach for women leaders to rank words of empowerment and facilitate discussions among these women. The Q methodology is known for exploring issues that are correlated with individuals who are influenced with personal feelings and opinions. Findings The paper concludes that perceptions of leadership roles differ among the African American women leaders when compared to other ethnicities. The results support the idea that women from diverse ethnic backgrounds have different experiences in the workplace, and these experiences influence how they identify factors they perceive as beneficial to them in terms of their perspectives on leadership and empowerment. Several themes emerged for African American women leaders including being overlooked, marginalized, undervalued and unappreciated in their professions as leaders due to their dual minority status. As it is now as it was in the past, such barriers can deter or stop progression for African American women leaders. Originality/value The history of African American women in leadership roles is scantily recognized or not recognized at all. This paper highlights leadership roles and barriers for African American women currently in leadership roles in contrast to other women. The issues they face are still similar to those faced by African American women in earlier decades in spite of increased career mobility. A relatively understudied topic in leadership and management history in general, this paper provides a unique lens from which to build awareness about the leadership roles and empowerment of African American women and to effect needed change.

show abstract

Exploring Undergraduate Black Womyn’s Motivations for Engaging in “Sister Circle” Organizations

Cited by 46 publications

References 24 publications

The Impossibility of Being “Perfect and White”: Black Girls’ Racialized and Gendered Schooling Experiences

The Impossibility of Being “Perfect and White”: Black Girls’ Racialized and Gendered Schooling Experiences

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

African American women leadership across contexts

Contact Info

Product

Resources

About