Bruised, Not Broken: Scholarly Personal Narratives of Black Women in the Academy

Autor/inn/en	Love, Bridget H.; Templeton, Emerald; Ault, Stacey; Johnson, Onda
Titel	Bruised, Not Broken: Scholarly Personal Narratives of Black Women in the Academy
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 36 (2023) 10, S.2229-2251 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Love, Bridget H.) ORCID (Templeton, Emerald) ORCID (Ault, Stacey) ORCID (Johnson, Onda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2021.1984607
Schlagwörter	African American Teachers; Women Faculty; Racism; Gender Bias; Personal Narratives; Higher Education; Doctoral Students; African American Students; Womens Education; Experience; Critical Race Theory; Trauma; Disproportionate Representation + Suchen Sie Ihr Suchwort? African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Frauenakademie; Weibliche Gelehrte; Rassismus; Geschlechterstereotyp; Erlebniserzählung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; 'Women''s education'; Frauenbildung; Erfahrung
Abstract	With growing research on our experiences, this paper explores the academic lives of four doctorate-holding Black women. Using Scholarly Personal Narrative as a methodology, monologues and reflections from a conference on race in higher education were analyzed and thematically situated to understand the vantages of navigating gendered racism in the academy. Black women experience advancing the academy in painful ways that impact their well-being and professional trajectory. Amidst a growth in social justice-focused academic programs, contemporary politics have undercut the experiences of Black women whose stories are often academicized and co-opted by others. Through the unique lens afforded by intersectionality, this paper addresses the need to listen to and value Black women's stories. Additionally, discussions herein underscore how providing a venue for Black women to foster commu nity benefits our and others' success which has implications for practice, research, and policy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01