A Three Cord Strand: Three Generations of Black Women's Educational Experiences in Mississippi

Autor/in	Nichols, Sandra C.
Titel	A Three Cord Strand: Three Generations of Black Women's Educational Experiences in Mississippi
Quelle	In: Journal of Research in Rural Education, 37 (2021) 7, S.4-14 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-0670
Schlagwörter	African American Students; Females; Educational Experience; Rural Areas; Critical Theory; Race; Age Differences; Racial Discrimination; Student Attitudes; Educational History; Mississippi + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Bildungserfahrung; Rural area; Ländlicher Raum; Kritische Theorie; Rasse; Abstammung; Age; Difference; Age difference; Altersunterschied; Racial bias; Rassismus; Schülerverhalten; History of education; Bildungsgeschichte
Abstract	This article depicts a qualitative narrative study that reflects on the educational paths followed by three generations of Black women from rural Mississippi. The purpose of this study was to expand the documented footprint of Black women's educational experiences in the rural Deep South by exploring my own educational experiences as a researcher and as a participant as well as the experiences of women in my immediate family. Reflections, connections, and analyses address 20 years of lived experience in Mississippi school systems. The intersectionality of critical race theory (CRT) rooted in Black feminist theory provided the theoretical framework. The research questions addressed were: What are the similarities and differences among three generations of Black women educated in Mississippi? How can this information assist us to better understand the historical and present intersectional struggles of Black education in rural areas? The intersections of gender and race were explored. Mapping as inductive analysis using writing as inquiry allowed me to garner a deeper meaning of the stories. The approach to story analysis was iterative as I moved in and out of several steps. My insights and reflections depicted a supportive village that helped to guide the women through their studies. The overall finding was that these women's sustained success in rural Mississippi educational settings was linked to having a nurturing and supportive network of educators throughout their academic careers. We need to investigate other Black women's educational experiences in rural education settings to increase representation and to demonstrate the congruences and particularities of learning what matters to Black women in rural communities. (As Provided).
Anmerkungen	Penn State University College of Education, Center on Rural Education and Communities. 310B Rackley Building, University Park, PA 16802. Tel: 814-863-2031; Web site: http://www.jrre.psu.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01