Literaturnachweis - Detailanzeige
| Autor/inn/en | Roland, Ericka; Agosto, Vonzell |
|---|---|
| Titel | Black Women Resident Assistants: Seeking and Serving as Bridges, Mentors, Advisors, Filters, and Community Builders |
| Quelle | In: NASPA Journal About Women in Higher Education, 10 (2017) 2, S.186-201 (16 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1940-7882 |
| DOI | 10.1080/19407882.2017.1331855 |
| Schlagwörter | Undergraduate Students; African American Students; Females; Resident Advisers; Mentors; Whites; Racial Composition; Critical Theory; Race; Feminism; Identification (Psychology); Student Role; Social Bias; Racial Bias; Gender Bias; Interviews |
| Abstract | This article reports on a phenomenographic study of Black women undergraduates who were resident assistants in a predominantly White institution (PWI) of higher education. Critical race feminism, namely intersectionality, was used to explore how they navigated the responsibilities of their position and social identities. Findings are that participants navigated the resident assistant leadership role and their social identities by (a) engaging in relational service, (b) tentatively negotiating the expression of their social identities and related oppressions, and (c) seeking support responsive to their multiply intersecting social identities. How they navigated their status identities and social identities varied according to their sense of obligation to serve residents and sense of risk in expressing (some) social identities and related experiences. Recommendations for continued professional leadership development of resident assistants are provided. (As Provided). |
| Anmerkungen | 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 |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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