ERIC Number: EJ1071241
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 31
"Our Leaders Are Just We Ourself": Black Women College Student Leaders' Experiences with Oppression and Sources of Nourishment on a Predominantly White College Campus
Domingue, Andrea D.
Equity & Excellence in Education, v48 n3 p454-472 2015
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.
Descriptors: 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
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A