Black Women Abroad: Constructions of Gender, Race, Language, and Culture

Autor/inn/en	Morrison, Jeana E.; Hailu, Meseret F.
Titel	Black Women Abroad: Constructions of Gender, Race, Language, and Culture
Quelle	In: Journal of Women and Gender in Higher Education, 16 (2023) 2, S.137-157 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Morrison, Jeana E.) ORCID (Hailu, Meseret F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2637-9112
DOI	10.1080/26379112.2023.2206664
Schlagwörter	Blacks; Females; Doctoral Students; Student Research; Study Abroad; Foreign Countries; Indigenous Knowledge; Language Usage; Cultural Differences; Misconceptions; Sex; Race; Brazil; Ethiopia; United States + Suchen Sie Ihr Suchwort? Black person; Schwarzer; Weibliches Geschlecht; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Studentenforschung; Studies abroad; Auslandsstudium; Ausland; Sprachgebrauch; Kultureller Unterschied; Missverständnis; Geschlecht; Geschlechtsverkehr; Rasse; Abstammung; Brasilien; Äthiopien; USA
Abstract	In this qualitative study, we describe how gender, race, language, and culture cumulatively shape researcher development. Using a collaborative autoethnographic design, we theorize about our experiences as two Black women who conducted their dissertation research in Brazil and Ethiopia. Our data sources include retrospective interviews, journal reflections, and researcher memos. We arrive at four themes that reflect our development as researchers: (a) the importance of a boundary spanner, (b) the power of local knowledge, (c) negotiating the use of local and "international" languages, and (d) researcher assumptions developed due to the perceptions of others. We make sense of these themes using an integrative framework that combines a researcher development model and a conceptualization of Black feminist qualitative inquiry. Our findings have implications for practitioners supporting doctoral students of color and researchers who use Black feminist epistemologies to conduct autoethnographic work. By sharing these themes, we contribute to theory, research, and practice about underrepresented researchers in postsecondary environments, particularly related to the linguistic and cultural aspects of doctoral research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01