In the Company of My Sister-Colleagues: Professional Counterspaces for African American Women Student Affairs Administrators

Autor/in	West, Nicole M.
Titel	In the Company of My Sister-Colleagues: Professional Counterspaces for African American Women Student Affairs Administrators
Quelle	In: Gender and Education, 31 (2019) 4, S.543-559 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2018.1533926
Schlagwörter	Females; Student Personnel Workers; African Americans; Feminism; Well Being; Higher Education; Faculty Development; Program Descriptions; Cultural Relevance; Guidelines; Administrator Attitudes; Human Resources; Disproportionate Representation; Aggression + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Afroamerikaner; Feminismus; Well-being; Wellness; Wohlbefinden; Hochschulbildung; Hochschulsystem; Hochschulwesen; Richtlinien; Humankapital
Abstract	Although conceptual models exist that describe the role of counterspaces in promoting well-being among marginalised individuals, not enough is known about the composition of professional counterspaces for Black women employed in higher education. The African American Women's Summit (AAWS) is a national professional development programme in the U.S. known as a professional counterspace. Semi-structured interviews were used in this study to explore the experiences of seven African American women student affairs administrators who consistently participated in the AAWS between 2006 and 2011. Participants described the AAWS as a culturally homogeneous experience, infused with a variety of culturally responsive resources, that was delivered via a culturally intentional curriculum. Included is a discussion of the characteristics of professional counterspaces situated in Black feminist thought and a Counterspace conceptual model, which are the frameworks that grounded this particular inquiry. Areas of future praxis are also presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01