"They Were on My Side": An Exploration of Inclusive Experiences with Administrators and Faculty among Black Undergraduate Women at Pwis

Autor/inn/en	Leath, Seanna; Whiteside, Maiya; Jones, Martinque K.
Titel	"They Were on My Side": An Exploration of Inclusive Experiences with Administrators and Faculty among Black Undergraduate Women at Pwis
Quelle	In: Journal of College Student Development, 62 (2021) 6, S.675-691 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5264
Schlagwörter	African American Students; Females; Undergraduate Students; Racial Composition; Predominantly White Institutions; Inclusion; Administrators; College Faculty; Educational Practices; African American Teachers; Administrator Role; School Policy; Equal Education; Diversity; Student Adjustment; Student Experience + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Inklusion; Fakultät; Bildungspraxis; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Schulpolitik; Adjustment; Adaptation; Studienerfahrung
Abstract	Building on the multidimensional framework of campus racial climate (Hurtado et al., 1998) and the conceptualization of Black feminism in qualitative inquiry (Evans-Winters, 2019), this study explored how Black undergraduate women attending predominantly White institutions (PWIs) described their inclusive institutional experiences with administrators and faculty. We used consensual qualitative research methods to elucidate themes from one-on-one interviews with 21 Black women at two PWIs. Four themes of inclusion emerged: (a) inclusive classroom practices from faculty, (b) the significance of Black faculty representation, (c) responsive higher-level administrative support, and (d) the implementation of equitable policies and programming at the university level. The findings highlight the positive impact of institutional diversity, equity, and inclusion efforts in relation to Black undergraduate women's adjustment to college. The authors also discuss how institutions can take a more active role to ensure that Black undergraduate women have equitable experiences on campus that affirm their academic identities and sense of belonging. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01