The Meaning of African American College Women’s Experiences Attending a Predominantly White Institution: A Phenomenological Study

Hannon, Christine; Woodside, Marianne; Pollard, Brittany L.; Román, Jorge Carlos

doi:10.1353/csd.2016.0036

Cited by 36 publications

(43 citation statements)

References 25 publications

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“…There may also be particular university differences that are unique to our study’s sample. On a PWI campus in which African American women often reported feelings of isolation and experiences of racism (e.g., Hannon, Woodside, Poollard, & Roman, 2016), these women may feel more pressure to endorse the SBW schema to counter the denigrating representations of African American womanhood. It may be important to explore this study’s model in samples of African American women no longer in college or who never attended college, as these women may have different experiences of the SBW schema (L.…”

Section: Discussionmentioning

confidence: 99%

The Misunderstood Schema of the Strong Black Woman: Exploring Its Mental Health Consequences and Coping Responses Among African American Women

Liao

Wei

Yin

2019

Psychology of Women Quarterly

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The internalization of the Strong Black Woman (SBW) schema is associated with negative psychological outcomes. However, not much is known about the mechanisms through which this schema leads to poor health. We examined the direct associations between the SBW schema and depression, anxiety, and loneliness. We also tested four mediators—maladaptive perfectionism, self-compassion, and two Africultural coping strategies of collective coping and spiritual coping—between the schema and psychological outcomes. Moreover, we examined serial mediation effects. A total of 222 African American women participated in an online survey. Structural equation modeling was conducted, and after controlling for age, family income, and level of education, the direct associations were supported, and the mediator roles of maladaptive perfectionism, self-compassion, and collective coping but not spiritual coping were supported. For serial mediation effects, the SBW schema was first positively associated with maladaptive perfectionism, which was associated with low self-compassion and low use of collective coping, which in turn were correlated with negative psychological outcomes. Racial, economic, and structural inequalities that maintain the SBW schema need to be examined and removed. Clinical interventions should focus on reducing maladaptive perfectionism and increasing self-compassion and collective coping among those who have internalized the schema. Online slides for instructors who want to use this article for teaching are available on PWQ’s website at http://journals.sagepub.com/doi/suppl/10.1177/0361684319883198

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Section: Discussionmentioning

confidence: 99%

The Misunderstood Schema of the Strong Black Woman: Exploring Its Mental Health Consequences and Coping Responses Among African American Women

Liao

Wei

Yin

2019

Psychology of Women Quarterly

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“…McGee and Martin’s (2011) interviews with academically successful Black engineering and mathematics students suggested that students had to constantly manage negative stereotypes about their intellectual capabilities in order to be successful in their disciplines. Black women may face particularly high pressures/expectations about who they are supposed to be on college campuses and often experience these pressures as having to live in multiple “worlds” (Hannon, Woodside, Pollard, & Roman, 2016). Black women have reported the need to signal different messages to their peers who are Black men or women, their professors, and their families (Patton & Croom, 2017; Winkle-Wagner, 2009a, 2009b).…”

Section: Literature Reviewmentioning

confidence: 99%

Authentically Me: Examining Expectations That Are Placed Upon Black Women in College

Winkle-Wagner

Kelly

Luedke

et al. 2018

American Educational Research Journal

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Through analyzing critical life stories with Black alumnae from predominantly White institutions, this article offers a narrative, in-depth approach to explore the ways in which alumnae managed and resisted expectations and stereotypes that were placed upon them by peers, faculty, and staff during college. Findings suggested that participants grappled with assumptions of who they should be as Black college women. As they resisted stereotypes and expectations, they crafted unique pathways toward asserting their authentic selves. The findings emphasize heterogeneity among Black women and the need for varied support structures in educational institutions.

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“…Although all of the experiences of Black women in higher education matter and should be valued, the Black women college student voice is suffering and truly requires attention (Hannon, Woodside, Pollard, & Roman, 2016). For most Black women undergraduates, the feeling of fear overcomes them when navigating the campus culture of a PWI, which can also be one of hardest tasks for them.…”

Section: Responses To "Freedom"mentioning

confidence: 99%

“…While Black women possess a range of experience within the system of higher education, institutions have built support systems within this community to help Black women thrive. An intentional effort on the part of institutions to make space and understand the role and impact of Black women in higher education is necessary for retention (Hannon, Woodside, Pollard, & Roman, 2016;Patton & McClure, 2009;Porter & Dean, 2015;Winkle-Wagner, 2015). In their qualitative study Porter and Dean (2015) employed a phenomenological approach to identify factors that influence the identity development and meaning making of four Black undergraduate women at a PWI.…”

Section: Black College Women's Experiencesmentioning

confidence: 99%

A Rhetorical Analysis of Beyoncé’s “Freedom”: An Examination of Black College Women’s Experiences at Predominately White Institutions

Phelps-Ward

Allen

Howard

2018

Taboo

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In this article we discuss the illusions of freedom and the complicated relationship Black women have with institutions of higher education. We suggest Beyoncé's performance of "Freedom" at the 2016 BET Awards metaphorically and symbolically underscores the experiences of Black women in college. Through a rhetorical analysis of Beyoncé and Kendrick Lamar's BET Music Awards performance of "Freedom." we explore how the venue, visual style, and lyrics symbolize the feelings of unity, frustration, resistance, resilience, struggle, and disposability embodied in the experiences of Black women enrolled at colleges and universities in the United States. Using Black feminist thought and intersectional frameworks we highlight the contemporary struggle for freedom and the failed promises of higher education, and encourage critical media literacy as a way for scholars and practitioners in higher education to allow Black women to own their freedom.

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The Meaning of African American College Women’s Experiences Attending a Predominantly White Institution: A Phenomenological Study

Cited by 36 publications

References 25 publications

The Misunderstood Schema of the Strong Black Woman: Exploring Its Mental Health Consequences and Coping Responses Among African American Women

The Misunderstood Schema of the Strong Black Woman: Exploring Its Mental Health Consequences and Coping Responses Among African American Women

Authentically Me: Examining Expectations That Are Placed Upon Black Women in College

A Rhetorical Analysis of Beyoncé’s “Freedom”: An Examination of Black College Women’s Experiences at Predominately White Institutions

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