ERIC Number: EJ1049487
Record Type: Journal
Publication Date: 2014-Dec
Abstractor: As Provided
Reference Count: 51
An Intersectional Social Capital Analysis of the Influence of Historically Black Sororities on African American Women's College Experiences at a Predominantly White Institution
Greyerbiehl, Lindsay; Mitchell, Donald, Jr.
Journal of Diversity in Higher Education, v7 n4 p282-294 Dec 2014
Research exploring the college experiences of African American women at predominantly White institutions (PWI) continues to be a necessity as African American women graduate at lower rates than their racial/ethnic peers. This qualitative study explored the influence historically Black sororities had on the college experiences of African American women at a PWI using an intersectional social capital framework. The study revealed that the women, as Black women, positioned themselves lower than others in terms of social status; they joined historically Black sororities because of family, role models, and mentors; and, building community, academic pressure, and high standards were fostered through involvement in historically Black sororities and shaped their educational experiences at a PWI. Recommendations for practice and future research are included.
Descriptors: Sororities, African American Students, Whites, College Students, Educational Environment, Racial Composition, Social Capital, Student Experience, Qualitative Research, At Risk Students, Influences, Females, Social Status, Family Influence, Role Models, Mentors, Standards, Phenomenology, Grounded Theory, Focus Groups, Semi Structured Interviews, Gender Issues, Racial Factors, Student Attitudes, Student Participation, Social Networks, Social Support Groups
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: firstname.lastname@example.org; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A