Somebody, anybody, sing a Black girl’s song: Examining the experiences of Black women doctoral students at Historically Black Colleges and Universities through Sista Circles

Andrews, Krystal Elaine

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Description

Title

Somebody, anybody, sing a Black girl’s song: Examining the experiences of Black women doctoral students at Historically Black Colleges and Universities through Sista Circles

Author(s)

Andrews, Krystal Elaine

Issue Date

2023-11-28

Director of Research (if dissertation) or Advisor (if thesis)

• Zamani-Gallaher, Eboni M
• Davila, Liv T

Doctoral Committee Chair(s)

Zamani-Gallaher, Eboni M

Committee Member(s)

• Hood, Denice W
• Brown, Ruth N

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• Black Women
• Historically Black Colleges and Universities, Doctoral Study, Graduate Study, Experience, Persistence, Retention

Abstract

This study examines the experiences of Black women doctoral students at Historically Black Colleges and Universities. Utilizing a theoretical framework of Black Feminist Thought (BFT), Community Cultural Wealth (CCW), and Intersectionality, this study focuses on how Black women doctoral students describe the varied experiences of navigating academic and personal life and intersecting identities along with how they define, construct, and leverage community as a persistence tool. Currently, there is a limited body of literature regarding the advanced graduate experiences of Black women at Historically Black Colleges and Universities regarding how they navigate and the mechanisms that influence their persistence. Further, a dearth of literature addresses the unique experiences, contributions, and challenges of this institutional type regarding advanced doctoral study. This qualitative study used Sista Circle Methodology, Critical Discourse Analysis, and Feminist Relational Discourse Analysis to illuminate how collective communal space informs their language choices amongst each other and describing their experiences. Through this, three discursive patterns (themes) were identified: HBCUs versus rose-colored glasses, Conflict with Black Women, and community is complicated and nuanced. This study provides practice implications to implement and maintain appropriate support resources and influence the opportunities for professional development for Historically Black College and University faculty, staff, and administrators.

Graduation Semester

2023-12

Type of Resource

Thesis

Handle URL

https://hdl.handle.net/2142/122235

Copyright and License Information

©2023 Krystal Elaine Andrews

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