“I Find Myself Isolated and Alone”: Black Women’s Experiences of Microaggressions at an Hispanic-Serving Institution

Willis, Tasha Y.; Mattheis, Allison; Dotson, Briauna; Brannon, Lauri-Jo; Hunter, Morgan Campbell; Moore, Autumn; Ahmed, Lina; Williams-Vallarta, Lenamarie

doi:10.1080/19407882.2018.1545674

Cited by 15 publications

(7 citation statements)

References 38 publications

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“…There are some excellent studies that address the intersectional role of racism, class, disability and gender/sexuality in university students' experiences (Vaccaro, 2010;Vaccoro et al, 2020;Willis et al, 2019), but these do not always address intersections with GBV (Jones et al, 2020). Findings from these studies were consistent with previous research on GBV (e.g.…”

Section: Setting the Scenesupporting

confidence: 77%

Stopping Gender-based Violence in Higher Education

Humphreys¹,

Towl²

2022

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Intersectional approaches to gender based violence in universities: Experiences and interventionGender based violence (GBV) is understood to be any act of violence and abuse that disproportionately affects women, and is rooted in systematic power differences and inequalities between women and men (Hester & Lilley, 2014). For the purposes of this chapter, GBV includes domestic violence and abuse, including coercive control, abuse mediated through the internet or mobile phones; stalking and harassment; honour-based violence and abuse, including forced marriage; and sexual violence and abuse (c.f. Gangoli, Bates & Hester, 2020). There is an international body of evidence indicating that one-third to one-half of university students are subjected to GBV during their time at university (e.g. Australian Human Rights Commission, 2017; Fedina, Holmes & Backes, 2018), and nearly 16% of students have been subjected to GBV before joining university (Fisher, Cullen & Turner, 2000). These diverse experiences have a profound impact on the lives of the victims and survivors, and their experience of higher education (e.g. Australian Human Rights Commission, 2017;Stenning, Mitra-Kahn & Gunby, 2012).While there is a wide body of work on GBV in the UK and internationally, there is a paucity of material that highlights the voices of victims and survivors (see Mulvihill et al., 2018) in general; and in particular with victims/survivors of GBV in UK universities settings. This paper draws on the conceptual framework of intersectionality (Crenshaw, 1991) to explore this in the context of GBV in university settings in the UK. We use the concepts of intersectionality to explore unique and original empirical interview data that address diverse women's experiences of GBV while at university, including university responses. We will explore women's positioning in terms of gender, student identity, ethnicity, and social class.

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Section: Setting the Scenesupporting

confidence: 77%

Stopping Gender-based Violence in Higher Education

Humphreys¹,

Towl²

2022

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“…Efforts to partner with minority‐serving organizations and more diverse leadership will be necessary to expand future participation. Our current analysis hides potential differences among and within racial and ethnic groups, including unique experiences of multiracial individuals, the role of citizenship or country of origin, and how intersectionality can further jeopardize workplace climate for individuals with two or more oppressed identities (Bailey & Mobley, 2019; Dickens et al., 2020; Harris et al., 2021; Willis et al., 2019).…”

Section: Discussionmentioning

confidence: 99%

Exclusionary Behaviors Reinforce Historical Biases and Contribute to Loss of Talent in the Earth Sciences

et al. 2023

Self Cite

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“…Few research studies have focused on Black Women administrators and the ways in which they lead. Rather, studies have focused on the underrepresentation (Flowers, 2003;Harper, 2005;and Townsend, 2021), isolation (Patitu, 2003;Gregory, 2001;and Willis, et al, 2019), and marginalization (Bazner, 2021;Lloyd-Jones, 2014;and Mitchell, et al, 2014) of Black Women in higher education. Limited research also discusses the experiences of Black Women administrators at Historically Black Colleges and Universities (HBCUs), while rarely highlighting their experiences in a positive light at predominantly White institutions.…”

Section: Literature Reviewmentioning

confidence: 99%

"This is bigger than me:" Why Black women create inclusive environments in predominantly white campuses

Neale¹

2023

JCAPS

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Using the Applied Critical Leadership (Santamaría & Santamaría, 2012) framework to operationalize leadership and to celebrate the ways in which Black women Vice Presidents of Student Affairs (VPSAs) acquire institutional access to create real change, this study sought to identify what motivates Black Women to engage in creating supporting environments on their predominantly White campuses. Twelve semi-structured one-on-one interviews were conducted with six participants from varying post-secondary institutions. Through qualitative data analysis, the theme This is Bigger Than Me emerged to validate participants’ understandings of their own identities when it comes to creating welcoming environments for racially minoritized students.

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“I Find Myself Isolated and Alone”: Black Women’s Experiences of Microaggressions at an Hispanic-Serving Institution

Cited by 15 publications

References 38 publications

Stopping Gender-based Violence in Higher Education

Stopping Gender-based Violence in Higher Education

Exclusionary Behaviors Reinforce Historical Biases and Contribute to Loss of Talent in the Earth Sciences

"This is bigger than me:" Why Black women create inclusive environments in predominantly white campuses

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