“I’m Still Here:” Black Female Undergraduates’ Self-definition Narratives

Abstract

Drawing on Black feminism and oral narrative research, we examine how Black women undergraduates make sense of their identities as Black females. More specifically, we explore the dual impact of gender and race by considering what it means to be a Black woman on campus. The women in this study articulate compelling, and at times, diverging self-definitions that problematize Black women's representation within predominantly White classrooms. Two themes are highlighted within their narratives: (a) being 'the only one' and (b) Black women's strength.

Lift Every Voice: Exploring the Stressors and Coping Mechanisms of Black College Women Attending Predominantly White Institutions

“…The racial, gender, and class inequities that influence the social structure of the United States are reflected in the culture of many PWIs (Wijeyesinghe & Jones, 2013). Unsurprisingly, Black women have often reported feelings of isolation, experiencing racism and discrimination, and being misunderstood while attending PWIs (Domingue, 2015; Hannon, Woodside, Pollard, & Roman, 2016; Miles, Jones, Clemons, & Golay, 2011; Robinson, Equibel, & Rich, 2013; Settles, 2006).…”

“…For instance, Howard-Vital (1989) noted that Black women often lack a strong sense of belonging, with some Black female college students experiencing feelings of emotional pain, isolation, and invisibility in hostile campus environments. Furthermore, qualitative findings suggested that Black women at PWIs often feel like outsiders, with heightened fears about their competence surrounding their academic abilities (Carter-Black, 2008; Domingue, 2015; Miles et al, 2011; Robinson et al, 2013; Settles, 2006; Winkle-Wagner, 2009).…”

Having Their Lives Narrowed Down? The State of Black Women’s College Success

“…Black women's experiences within PWIs may not be as positive as they often are at HBCUs. Black women have reported isolation and marginalization on White campuses (Fleming, 1984;Morris & Daniel, 2008;Robinson, Esquibel, & Rich, 2013;Settles, 2006;Willie, 2003;Winkle-Wagner, 2009a, 2009b. Robinson et al (2013) examined the PWI experience as it relates to intersectional identity (the idea that race, class, gender, and other identities overlap), finding that although these women often felt very isolated on campus, the notion of Black women's identity was associated with strength, suggesting the importance of resilience.…”

A partial test of the Strong Black Woman Collective Theory

“…The SBWC framework and more immediately this dissertation continue this line of thinking by identifying strength as a critical resource to facilitate counterpower, resistance, and verbal confrontation. Prior research has shown that Black women invoke strength as a form of resistance to and protection from race-related harm by White peers (Robinson, Esquibel, & Rich, 2013). For example, when Black undergraduate students (ages 18-25) felt ostracized in predominantly White classrooms, they enacted a strong Black female persona.…”

“…One viable context in which these ideas take form is the college campus. In fact, prior research shows that Black women feel threatened and heavily surveilled at predominantly White institutions and use strength as a resource to address the external hostilities and speak themselves into existence (e.g., Robinson, 2013;Robinson, Esquibel, & Rich, 2013;Scott, 2013). College campuses often have student organizations that are designed to serve as safe spaces for Black women students to gather on a consistent basis (e.g., Akanke, Sistah Speak, The Sister Circle, My Sister's Keeper).…”