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ERIC Number: EJ1150326
Record Type: Journal
Publication Date: 2017
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1940-7882
EISSN: N/A
Black Women Students at Predominantly White Universities: Narratives of Identity Politics, Well-Being and Leadership Mobility
Hotchkins, Bryan
NASPA Journal About Women in Higher Education, v10 n2 p144-155 2017
This narrative inquiry study uses personal experiences as a method of ethnographic research among Black women student leaders. The collegiate life stories of six African American women undergraduates experiencing gendernoir racial battle fatigue are described and analyzed. Combined are participant journaling, lived experiential interviews, and organizational observations within various organizational situations. Participants' narratives are presented to understand the process of enacting leadership within varied organizational contexts while experiencing racial and gender-racialized aggressions. A three-dimensional narrative inquiry is utilized to restory field texts. In this instance, narrative inquiry is applied to demonstrate how participants respond to the effects of cumulative racial stressors in ways that positively influence their practice of leadership. Emergent themes were as follows: (a) buffered leadership and (b) holistic leadership. Participants spoke of avoiding gender-racialized aggression by using buffered leadership to create proximal distance between themselves and adverse racial interactions with White males. Participants used holistic leadership to describe nuanced Black womanhood to White women peers to dismantle stereotypes and increase rapport.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A