Toward Understanding COVID-19's Economic Impact on Black Women in U.S. Higher Education

Autor/inn/en	Porter, Christa J.; Ward, LaWanda; Patton, Lori D.
Titel	Toward Understanding COVID-19's Economic Impact on Black Women in U.S. Higher Education
Quelle	In: Journal of Student Affairs Research and Practice, 60 (2023) 1, S.66-80 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Porter, Christa J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-6591
DOI	10.1080/19496591.2021.2006678
Schlagwörter	COVID-19; Pandemics; African American Students; Womens Education; Females; Higher Education; College Students; Economic Impact; Racism; Gender Bias; Money Management; Student Financial Aid; Wages; Employment Level; Debt (Financial); Student Loan Programs; Financial Support; Federal Aid; Federal Legislation; Grants; Emergency Programs; African Americans + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; 'Women''s education'; Frauenbildung; Weibliches Geschlecht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Ökonomische Determinanten; Rassismus; Geschlechterstereotyp; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Wage; Löhne; Beschäftigungsgrad; Finanzielle Förderung; Bundesrecht; Grant; Hilfsprogramm
Abstract	Black women pursued graduate and professional school, post-degree options, and employment at a time when their economic future and livelihood were unknown. The novel Coronavirus (COVID-19) complicated what many Black women were already experiencing. Guided by critical race feminism, the purpose of our exploratory study was to highlight how and to what extent COVID exacerbated Black women's economic trajectories via their financial obligations, financial support, and financial stability. We offer two implications for practice: disrupting systemic oppression/inequities and developing a critical awareness of Black women's economic precarity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01