University of Illinois Urbana-Champaign

From hood to highbrow: Narratives of Black college girls’ identity development across class lines

Morrow, Rayven Nicole

This item's files can only be accessed by the System Administrators group.

Permalink

https://hdl.handle.net/2142/129652

Description

Title
From hood to highbrow: Narratives of Black college girls’ identity development across class lines
Author(s)
Morrow, Rayven Nicole
Issue Date
2025-04-30
Director of Research (if dissertation) or Advisor (if thesis)
Dixson, Adrienne D
Doctoral Committee Chair(s)
Dixson, Adrienne D
Committee Member(s)
  • Baber, Lorenzo D
  • Hood, Denise
  • Span, Christopher
Department of Study
Educ Policy, Orgzn & Leadrshp
Discipline
Educ Policy, Orgzn & Leadrshp
Degree Granting Institution
University of Illinois Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
  • Cultural Aesthetics
  • Racial Identity
  • Historically Black Exclusionary Institutions (HBEIs)
  • Intra-racial Dynamics
  • Matrix of Domination
  • Black Girls
  • Class Status
  • Higher Education
Abstract
Despite efforts to examine identity development among Black college girls at Historically Black Exclusionary Institutions (HBEIs), most studies compare Black girls' identity development to that of their white counterparts, neglecting the value of intra-racial identity development. This study investigates how class differences among Black girls influence their perceptions of Black identity during and after college, using Collins’ Black Feminist Thought, Cross' Nigrescence Theory, and Phinney's Ethnic Identity Development model. Through an in-depth qualitative study, I examine: 1) How do interactions with Black girls from different class backgrounds influence their perceptions of Black identity? 2) What role do socioeconomic differences play in shaping their campus experiences and identity development? Data were collected from eleven Midwestern, Black American girls, aged 25-29, who graduated from HBEIs in the Midwest. There were six middle-class participants and five working-class participants. The research used an in-depth qualitative study as the research method and included semi-structured interviews, written letters, and virtual collages. The findings reveal that middle-class Black college girls often attempt to adopt working-class Black culture for social integration, reaching lower levels in Cross' and Phinney's models but aligning more closely with Tinto's and Astin's student development theories. Conversely, working-class Black girls exhibit higher levels in Cross' and Phinney's models, reflecting a more solidified Black identity, but struggle with social integration, facing challenges in fulfilling Tinto's and Astin's theories. These dynamics underscore the importance of class in understanding the diverse experiences within the Black community, contributing to a more nuanced understanding of identity development among Black college girls.
Graduation Semester
2025-05
Type of Resource
Thesis
Handle URL
https://hdl.handle.net/2142/129652
Copyright and License Information
Copyright 2025 Rayven Morrow

Owning Collections

Graduate Dissertations and Theses at Illinois PRIMARY
Graduate Theses and Dissertations at Illinois