An Intersectional Social Capital Analysis of the Influence of Historically Black Sororities on African American Women's College Experiences at a Predominantly White Institution

Autor/inn/en	Greyerbiehl, Lindsay; Mitchell, Donald, Jr.
Titel	An Intersectional Social Capital Analysis of the Influence of Historically Black Sororities on African American Women's College Experiences at a Predominantly White Institution
Quelle	In: Journal of Diversity in Higher Education, 7 (2014) 4, S.282-294 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8926
DOI	10.1037/a0037605
Schlagwörter	Sororities; African American Students; Whites; College Students; Educational Environment; Racial Composition; Social Capital; Student Experience; Qualitative Research; At Risk Students; Influences; Females; Social Status; Family Influence; Role Models; Mentors; Standards; Phenomenology; Grounded Theory; Focus Groups; Semi Structured Interviews; Gender Issues; Racial Factors; Student Attitudes; Student Participation; Social Networks; Social Support Groups + Suchen Sie Ihr Suchwort? Frauengruppe; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; White; Weißer; Collegestudent; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Sozialkapital; Studienerfahrung; Qualitative Forschung; Influence; Einfluss; Einflussfaktor; Weibliches Geschlecht; Sozialer Status; Identifikationsfigur; Standard; Phenomenological psychology; Phänomenologie; Psychologie; Geschlechterfrage; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Social network; Soziales Netzwerk; Social support; Soziale Unterstützung
Abstract	Research exploring the college experiences of African American women at predominantly White institutions (PWI) continues to be a necessity as African American women graduate at lower rates than their racial/ethnic peers. This qualitative study explored the influence historically Black sororities had on the college experiences of African American women at a PWI using an intersectional social capital framework. The study revealed that the women, as Black women, positioned themselves lower than others in terms of social status; they joined historically Black sororities because of family, role models, and mentors; and, building community, academic pressure, and high standards were fostered through involvement in historically Black sororities and shaped their educational experiences at a PWI. Recommendations for practice and future research are included. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01