The Image Betrays More than It Reveals: Inter(ior) Views from Women of Color on Identity and Social and Academic Experiences in Higher Education

Autor/in	Hauenstein, Amy J.
Titel	The Image Betrays More than It Reveals: Inter(ior) Views from Women of Color on Identity and Social and Academic Experiences in Higher Education
Quelle	(2018), (220 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, DePaul University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3557-0854-7
Schlagwörter	Hochschulschrift; Dissertation; Females; Minority Groups; Higher Education; Educational Change; Critical Theory; Race; Focus Groups; Interviews; Alumni; High School Graduates; African American Attitudes; Student Experience; Racial Identification; Single Sex Schools + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Weibliches Geschlecht; Ethnische Minderheit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsreform; Kritische Theorie; Rasse; Abstammung; Interviewing; Interviewtechnik; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Studienerfahrung; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule
Abstract	This dissertation proposes a further conceptualization of intersectional identity as a fundamental topic in education reform research. Overlaying the theoretical lenses of Critical Race Theory and intersectionality, a modified narrative inquiry methodology was used to investigate the self-perceived identities among seven women of color, who are alumnae of an all-girls secondary school, in their current context of higher education. Analysis of data from in-depth, open-ended interviews, a focus group interview, and a fictional writing sample illuminated the role of meaning-making capacity in determining the extent to which contextual influences shape self-perceptions of gender, race, and other emergent identities at their intersection. This study explored the meaning-making capacity of its participants and the implicit frameworks of understanding around intersecting identities, revealing epistemic accounts that can help address the relationship between knowledge, power, and political change. Implications for research, education, and practice are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01