"Our Leaders Are Just We Ourself": Black Women College Student Leaders' Experiences with Oppression and Sources of Nourishment on a Predominantly White College Campus

Autor/in	Domingue, Andrea D.
Titel	"Our Leaders Are Just We Ourself": Black Women College Student Leaders' Experiences with Oppression and Sources of Nourishment on a Predominantly White College Campus
Quelle	In: Equity & Excellence in Education, 48 (2015) 3, S.454-472 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2015.1056713
Schlagwörter	African American Students; Females; College Students; Student Experience; Racial Bias; Social Bias; Gender Bias; Whites; Educational Environment; Campuses; Identification (Psychology); Peer Relationship; Feminism; African American History; Qualitative Research; Student Leadership; Interpersonal Relationship; Aggression; Expectation; Social Influences; Academic Persistence; Mentors; Peer Influence; Social Networks; Social Support Groups; Theories; Interviews; Coding; Stereotypes + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Collegestudent; Studienerfahrung; Racial discrimination; Rassismus; Geschlechterstereotyp; White; Weißer; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Peer-Beziehungen; Feminismus; Qualitative Forschung; Studentenwerk; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Expectancy; Erwartung; Sozialer Einfluss; Social network; Soziales Netzwerk; Social support; Soziale Unterstützung; Theory; Theorie; Interviewing; Interviewtechnik; Codierung; Programmierung; Klischee
Abstract	This article offers a theoretical analysis and phenomenological study of the leadership experiences of black women college students at a predominantly white higher education institution. Existing literature argues that leadership development is vital to the college experience as an opportunity to empower and engage students in social change. However, the implementation of these leadership development models fail to consider how the racial and gender identities of students influence leadership development or student peer interactions (Byrd, 2009; Kezar & Moriarty, 2000). Through black feminist standpoint theory, I present a theoretical framework that highlights the historical traditions of black women's leadership. These historical traditions grounded my qualitative study, which explores the experiences of contemporary black women's student leadership. Participants reported interpersonal interactions with oppression, more specifically: stereotypes, microaggressions, racialized and gendered self-presentation expectations, along with negotiating voice and silencing. A number of social factors were cited as sources of nourishment where women drew from historical traditions of black women's leadership to persist through oppressive challenges. Additional sources of nourishment included mothering, mentorship, allyship from white peers, and the formation of social networks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01