Tightrope Walkers: Narratives of Academically Successful African American Women Attending Predominately White Institutions

Autor/in	Haynes, Christina S.
Titel	Tightrope Walkers: Narratives of Academically Successful African American Women Attending Predominately White Institutions
Quelle	(2013), (254 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The Ohio State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4383-8902-1
Schlagwörter	Hochschulschrift; Dissertation; African American Students; Females; Womens Education; Identification (Psychology); Racial Composition; College Environment; College Students; Whites; Social Influences; Student Experience; Student Attitudes; Expectation; Racial Bias; Ethnic Stereotypes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; 'Women''s education'; Frauenbildung; Hochschulumwelt; Collegestudent; White; Weißer; Sozialer Einfluss; Studienerfahrung; Schülerverhalten; Expectancy; Erwartung; Racial discrimination; Rassismus; National stereotype; Nationales Stereotyp
Abstract	This dissertation uses Black feminist standpoint theory and feminist geography to construct a new approach for understanding how academically successful African American women students construct and reconstruct their identities while attending predominately White institutions (PWIs). The primary research takes place against the backdrop of an investigation into the lacunae of educational scholarship that examines why African American women are not performing well at PWIs. Many of these studies define Black women as social outsiders, as unprepared, and as lacking academic abilities. This research often fails to ask how Black women characterize their higher educational experiences, and it overlooks the fact that many Black women students not only perform as well as other students but also exceed academic expectations while negotiating an environment that has been historically antagonistic toward them. This qualitative study uses one-on-one interviews of academically successful African American women attending a Midwestern PWI for its primary data. By integrating geographic theories about space with perspectives from Black feminist standpoint theory and intersectionality theory, I demonstrate that Black women at PWIs develop socio-spatial practices that offer a counter-narrative to established negative stereotypes of African American women. I also investigate the ways that color-blind racism influences how these women identify themselves. I conclude by arguing that their standpoint empowers them to be successful, but it also limits their choices. Though African American women are influenced by color-blind racism, these women conditionally challenge, reinforce, and reproduce it in their socio-spatial practices. Academically successful women walk a tightrope in higher education, at times silencing their resentment, anger, and anxiety while promoting equality and "sameness" between themselves and White students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01