Literaturnachweis - Detailanzeige
| Autor/in | Haynes, Christina S. |
|---|---|
| Titel | A Loophole of Retreat? Predominately White Institutions as Paradoxical Spaces for High Achieving African American Women |
| Quelle | In: International Journal of Qualitative Studies in Education (QSE), 32 (2019) 8, S.998-1018 (21 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0951-8398 |
| DOI | 10.1080/09518398.2019.1635281 |
| Schlagwörter | Whites; White Students; Institutional Characteristics; African American Students; Females; Feminism; High Achievement; Race; Academic Achievement; Undergraduate Students; Stereotypes; Gender Discrimination; Gender Bias |
| Abstract | High achieving Black female students attending predominately-White institutions (PWIs) are stereotyped as being strong willed and celebrated for their resilience. On the surface, these narratives seem to compliment African American students for doing well. However, strong-Black-woman depictions trivialize the racism and sexism these women experience. Utilizing Black feminist geographic theory, I argue that colleges and universities can be "paradoxical spaces" for academically successful Black women: The sense of accomplishment that comes from performing at peak levels often gets undercut by the marginalization these women face on campus. Qualitative, open-ended interviews of 20 participants attending a large Midwestern PWI demonstrate that high achieving African American women relish the intellectual challenges of their academic pursuits, yet they also deal with intense feelings of isolation and frustration. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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