Authentically Me: Examining Expectations That Are Placed upon Black Women in College

Autor/inn/en	Winkle-Wagner, Rachelle; Kelly, Bridget Turner; Luedke, Courtney L.; Reavis, Tangela Blakely
Titel	Authentically Me: Examining Expectations That Are Placed upon Black Women in College
Quelle	In: American Educational Research Journal, 56 (2019) 2, S.407-443 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831218798326
Schlagwörter	African American Students; Females; College Students; Expectation; Alumni; Racial Composition; Ethnic Stereotypes; Coping; Peer Relationship; Teacher Student Relationship; Resilience (Psychology); Academic Persistence; Student Needs; Institutional Characteristics; Disproportionate Representation; Whites; College Environment; Identification (Psychology) + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Collegestudent; Expectancy; Erwartung; National stereotype; Nationales Stereotyp; Bewältigung; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; White; Weißer; Hochschulumwelt
Abstract	Through analyzing critical life stories with Black alumnae from predominantly White institutions, this article offers a narrative, in-depth approach to explore the ways in which alumnae managed and resisted expectations and stereotypes that were placed upon them by peers, faculty, and staff during college. Findings suggested that participants grappled with assumptions of who they should be as Black college women. As they resisted stereotypes and expectations, they crafted unique pathways toward asserting their authentic selves. The findings emphasize heterogeneity among Black women and the need for varied support structures in educational institutions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01