This study was intended to provide a better understanding of the experiences of a purposeful sample of five college-educated African-American mothers and the impact of those experiences in college. They made meaning of their collegiate experiences and in turn, understanding from their experiences enhanced my knowledge as a better leader, and practitioner in higher education, assisting those like their sons in pursuit of a degree.
This qualitative study used the conceptual framework of self-authorship and narrative inquiry to research the meanings of participants' experiences, collecting data through Grounded Theory, and analyzing these experiences into the theme of race that holds across all of the stories.
Two open-ended, dialogical, one-on-one interviews were given to the five African-American women, whose ages ranged from 51 to 57 that divulged how they claimed their voice to overcome obstacles such as racism/stereotype while pursuing degrees and professional careers in law, art, and education. They revealed the strategy of their own persistence and knowledge to position their sons going to college, and assisted the researcher understand, mentor, and guide those in their pursuit of higher education.
The findings suggest that to understand the experience of these college-educated, African-American students in higher education, Black students should be able to share their experiences, including interactions; some of those that are internal while others involve interactions. As too, a college educated Black woman and practitioner in higher education, each shared interaction leads to new learning, and each environment has the ability to impact another level and deeper understanding of self and others. By representing these voices in the dialogue on the experiences of these Black women while attending college, the dynamics that shaped those experiences can be better understood. Implications for student affairs practiced were introduced: cultural awareness, validating experiences of racism and campus climate issues.
|Advisor:||Ewing, Kris M.|
|Commitee:||Beech, Rachel, Delecki, Walter, MccIntyre, Lisa|
|School:||Northern Arizona University|
|School Location:||United States -- Arizona|
|Source:||DAI-A 77/12(E), Dissertation Abstracts International|
|Subjects:||African American Studies, Educational leadership, Adult education|
|Keywords:||Black males, College-educated african-american mothers, Multigeneration, Navigational capital, Practitioners, Stereotype/microaggressions|
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