Things are Not as Rosy as They Seem: Psychosocial Issues of Contemporary Black College Women

Abstract

Black women's participation in postsecondary education appears to have improved drastically because they are outpacing many other minority cultural groups (i.e., Black men, Hispanic men and women, Asian men and women, etc.) in terms of college enrollment and completion rates. However, when compared to White men and women, it is obvious that there are a variety of factors that continue to perpetuate Black women's underrepresentation and attrition in higher education. This article examines some of the psychosocial issues that diminish the psychological and physical health of young Black college women and impede their success in college. Black feminist thought provides a theoretical framework that elucidates the interconnectedness of race and gender issues faced by today's Black college women. Implications for Student Affairs practice are discussed and recommendations for further research are offered.There is a significant body of contemporary research that illuminates the enrollment disparity between Black men and women in college. A great deal of this research provides statistical evidence that Black women are outpacing their Black 137

Cultural Connections: An Ethnocultural Counseling Intervention for Black Women in College

“…B lack women in college face an array of distinct challenges that may influence their college experience (Henry, Butler, & West, ; Jones, ). In comparison to White women, Black women must contend with both gender‐ and race‐based oppressions (Lewis, Mendenhall, Harwood, & Huntt, ; Moradi & Subich, ).…”

Standing in the intersection : using Photovoice to understand the lived experience of black gay college students attending predominantly white postsecondary institutions.

“…Unfortunate, yet expected, the emotional stress experienced by BG students in this study lead them to engage in negative coping strategies such as misusing substances, acting out in high-risk sexual behaviors, or avoiding romantic relationships, to survive the emotional fallout of sexual prejudice and racial discrimination (Henry, Butler & West, 2012;Voisin et al, 2013).…”

“…Black students need and maintain their connections to the family and community for support against the racism they experience on campus (Guiffrida & Douthit, 2012). For example, Black female college students, who have reported feeling added community and campus pressure, to reach high levels of academic achievement conceal academic success to maintain connections with their community (Henry, Butler & West, 2012). In addition, the fear of discrimination and stereotyping keeps some Black students from seeking help, causing them to disregard warning signs and avoid campus resources like health and mental health services (Guiffrida & Douthit, 2012;Harwood, Choi, Orozco, Huntt & Mendenhall, 2015;Masuda, Anderson & Edmonds, 2012).…”

“…Black students engage in silence and self-concealment; they tend to avoid sharing personal concerns or issues as they fear the information will be used against them in a negative way (Henry, Butler & West, 2012;Masuda, Anderson & Edmonds, 2012).…”

“…students performing poorly because it is expected that they will) and other self-destructive behaviors (e.g., substance use, body image issues, and involvement in unhealthy relationships) (Guiffrida & Douthit, 2012;Wood, 2014). Black students practice caution when making decisions to engage in the classroom, building friendships with White peers, and developing out-of-class relationships with faculty (Henry, Butler & West, 2012;Masuda, Anderson & Edmonds, 2012). When Black students need help, they more often turn to peers and or campus support services (e.g., advisors, counselors or coaches)…”