“Invincible Black Women”: Group Therapy for Black College Women

2018 ◽  
Vol 43 (4) ◽  
pp. 349-375
Author(s):  
Martinque K. Jones ◽  
Brandi Pritchett-Johnson
Keyword(s):  
Black Women ◽  
Group Therapy ◽  
College Women ◽  
Black College

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

2018 ◽  
Vol 56 (2) ◽  
pp. 407-443 ◽  
Author(s):  
Rachelle Winkle-Wagner ◽  
Bridget Turner Kelly ◽  
Courtney L. Luedke ◽  
Tangela Blakely Reavis
Keyword(s):  
Black Women ◽  
Predominantly White ◽  
College Women ◽  
Life Stories ◽  
Predominantly White Institutions ◽  
Black College ◽  
Educational Institutions ◽  
Support Structures ◽  
White Institutions ◽  
Faculty And Staff

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.

Steeped in Shame: An Exploration of Family Sexual Socialization Among Black College Women

2020 ◽  
Vol 44 (4) ◽  
pp. 450-467
Author(s):  
Seanna Leath ◽  
Jami C. Pittman ◽  
Petal Grower ◽  
L. Monique Ward
Keyword(s):  
Black Women ◽  
College Women ◽  
Sexual Development ◽  
Religious Orientation ◽  
Black Girls ◽  
Black College ◽  
Sexual Socialization ◽  
Young Black Women ◽  
Negative Messages ◽  
Sexual Exploration

Most research on Black girls’ sexuality emphasizes reducing risk behaviors, with less attention to dimensions of healthy and normative sexual development, such as body positivity. To address this gap, we sought to explore the diversity of sexual messaging young Black women received during their formative years. Using consensual qualitative research methods, we explored how 50 Black college women (ages 18–24 years) described their sexual socialization within family contexts in relation to their current sexual beliefs and behaviors. The following themes emerged from the data: messages of discretion, negative messages about physical appearance, messages of deference, messages of abstinence, absence of sexual messages, messages of body positivity, messages of egalitarianism, messages of sex positivity, and messages of sexual distrust and dismissiveness. Black families’ sexual socialization processes were also influenced by ethnicity, social class, and religious orientation. Our findings situate Black women’s family sexual socialization practices within a sociohistorical framework and highlight the need to support Black girls’ healthy sexual development by eliminating fear, shame, or taboo around sexual exploration. Education and advocacy efforts should focus on communicating openly with youth to help them make more positive decisions about sex and bodily autonomy.

scholarly journals PrEPed or Failed? The Pre-Exposure Prophylaxis (PrEP) Consciousness of Black College Women and the Perceived Hesitancy of Public Health institutions to Curtail HIV in Black Women

2019 ◽  
Author(s):  
Rasheeta Chandler ◽  
Natalie Hernandez ◽  
Sudeshna Paul ◽  
Henry Ross ◽  
Shawnika Hull ◽  
...  
Keyword(s):  
Black Women ◽  
College Women ◽  
Learning Style ◽  
Perceived Usefulness ◽  
Black College ◽  
Basic Knowledge ◽  
Biomedical Intervention ◽  
Viable Population ◽  
Hiv Acquisition ◽  
Exposure Prophylaxis

Abstract Background Consistent use of Pre-Exposure Prophylaxis (PrEP), a biomedical intervention for HIV seronegative persons, has been shown to significantly decrease HIV acquisition. Black women are a viable population segment to consider for PrEP use as their HIV incidence is overwhelmingly higher than all other women groups.Methods We developed and piloted a cultural- and age- appropriate PrEP education intervention to determine Black college women’s: 1) perceptions of and receptivity to PrEP use; and 2) preferences for PrEP information delivery.Results We recruited N=43 Black college women. Most of our sample were sophomore and Juniors of whom identified as heterosexual (83%) and single (67%). Over 50% of young women had never been HIV tested and only 28% had been tested in the last 6 months; however, 100% of the women believed their HIV status was negative. Prior to participating in the study, most Black college women (67%) had not heard about PrEP and were unsure or apprehensive (72%) to initiate PrEP. The Black college women indicated that our educational intervention was extremely helpful (67%) for understanding and learning about PrEP. Post participating in our PrEP education module, regardless of delivery modality, participants reported being likely (62.55-70%) to initiate PrEP in the future.Conclusions Results indicate that Black college women would strongly consider PrEP when provided with basic knowledge, regardless of delivery modality. Participants also showed greater appreciation for in-person delivery and found it to be significantly more helpful and of greater quality for learning about PrEP; comprehension or perceived usefulness of PrEP-related content was relatively the same between groups. PrEP content delivery -- via in-person or online methods – is contingent on learning style and presentation.

What Happens If They Come for You? An Exploration of Mothers’ Racial Socialization on Discrimination With Black College Women

2020 ◽  
pp. 036168432097967
Author(s):  
Seanna Leath ◽  
Sheretta Butler-Barnes ◽  
Raven Ross ◽  
Zenobia Lee-Nelson
Keyword(s):  
Black Women ◽  
College Women ◽  
Racial Discrimination ◽  
Racial Socialization ◽  
Black Family ◽  
The United States ◽  
Black Girls ◽  
Black College ◽  
Black Mothers ◽  
Self Advocacy

Few scholars have considered the racial socialization that Black mothers offer to their daughters on racial discrimination and violence or how mothers’ other social identities (social class and ethnicity) may influence their discourse on these topics. To address this gap, we used consensual qualitative research methods to explore the racial socialization that 47 Black college women recalled from their mothers on racial discrimination and violence during their formative years. The following themes emerged: (a) the nature of Black mothers’ socialization on racial discrimination (consistent messaging, messaging focused on sons, more socialization in response to police shootings, anti-Black messaging from immigrant mothers, and absence of messages) and (b) the ways that mothers socialized their daughters to respond to racial discrimination (self-advocacy, get home safe, code switching, and take the high road). Participants described how their mothers’ socialization messages reflected their personal race-related beliefs and experiences including perceptions of the United States racial climate. Our findings highlight the need for socialization in Black family contexts that addresses the unique and intersectional experiences of Black girls. In particular, scholars and practitioners must draw attention to how racism and sexism contribute to the state-sanctioned violence that Black women and girls experience.

Learning to Resist: Educational Counter-Narratives of Black College Reentry Mothers

2013 ◽  
Vol 115 (4) ◽  
pp. 1-31 ◽  
Author(s):  
Yolanda Sealey-Ruiz
Keyword(s):  
Academic Success ◽  
Black Women ◽  
Narrative Analysis ◽  
Sense Of Self ◽  
Original Study ◽  
Black College ◽  
Black Mothers ◽  
Reentry Women ◽  
Individual Interviews ◽  
Counter Narratives

Background College reentry women are often older than the traditional college student, and in this study are distinguished from other students because of their parental status as mothers (Johnson-Bailey, 2000; Sealey-Ruiz, 2007). As one of the the fastest growing populations in colleges and universities across the nation, it is alarming that many Black college reentry women, despite their educational gains, continue to face stereotypes about who they are socially, politically, and educationally. Purpose The purpose of this study was to examine the schooling experiences of Black college reentry mothers (n = 5) and explicate the ways in which they theorize and make meaning of the complexities of their lives, particularly in regard to the intersections of race, college reentry, and motherhood. Research Design Employing qualitative case study and narrative analysis methods, the larger study from which some data for this article derive (Sealey-Ruiz, 2005) examined the educational narratives of Black college reentry women. The original study investigated the influence the participants’ college reentry had on their lives and their daughters’ educational choices. The study reported in this article, then, includes data from individual interviews with the 5 mothers from the original study as they focus on their college reentry experience and motherhood. Findings/Results Contrary to what some researchers assert about schools not providing welcoming spaces for Black women to develop an optimistic sense of self, the reentry mothers in this study viewed college enrollment as a crucial step toward positive self-definition. Their efforts to become educated represent their resistance to public stereotypical images of themselves as Black mothers. In other words, they believed their college reentry served as counterpoint to the three stereotypes about Black mothers discussed in this article: the mammy, the matriarch, and the welfare mother/welfare queen. Conclusions/Recommendations The counter-narratives these mothers offered to the three stereotypes suggest that there are psychological barriers (fear of belonging, self-doubt, fear of marginalization, racism, sexism, negative stereotyping) to their academic success. This conclusion has the strong potential to move educational researchers toward a deeper investigation of challenges to the college reentry experienced by Black mothers, in the hope of creating institutional support structures, systems, and policies that can propel the academic success of this population.

Resources for Historical Background

2012 ◽  
Author(s):  
Jeannette Brown
Keyword(s):  
United States ◽  
Black Women ◽  
Women Scientists ◽  
The United States ◽  
Women In Science ◽  
Black College ◽  
Background Information ◽  
History Of ◽  
Worth Reading ◽  
Background History

Many historians have written about the history of African Americans in science, but most of the articles focus only on the men and very little is written about the women. It would take additional research to find information pertaining only to the women. However, since both men and women lived through the same era, much of what affected the men also affected the women. The background information about black women chemists could probably fit into another book or at least a paper, but that was not within the scope of this book. Dr. Wini Warren, author of Black Women Scientists in the United States, did some extensive research on the background history of black women in science, which she planned to put into a future book; due to health problems it was never written. However, the Introduction to Dr. Warren’s book is well worth reading for some of the background history of the women. The endnotes in that chapter provide an extensive bibliography about the history of blacks in science. In addition, Dr. Warren includes an extensive discussion about the background history of black women scientists in the introduction of her thesis, “Hearts and Minds: Black Women Scientists in the United States 1900–1960.” Sisters in Science by Diann Jordan features author interviews of black women scientists, some of whom are chemists. The Introduction of her book, discusses the background history. Dr. Jordan also includes a history of black colleges in the section “The Role of the Black College in Educating African American Scientists.” Since many of the women in this book had their first college education in a black college, it is worth reading. Information about several of the African American women chemists in this book can be found in Contributions of Black Women to America, Volume 2. The Introduction and Chapter 1 in the “Science” section give some background information about the history of women in science.

Subordinates, Sex Objects, or Sapphires? Investigating Contributions of Media Use to Black Students’ Femininity Ideologies and Stereotypes About Black Women

2016 ◽  
Vol 43 (6) ◽  
pp. 608-635 ◽  
Author(s):  
Morgan C. Jerald ◽  
L. Monique Ward ◽  
Lolita Moss ◽  
Khia Thomas ◽  
Kyla D. Fletcher
Keyword(s):  
Ethnic Identity ◽  
Black Women ◽  
Black Students ◽  
Media Use ◽  
Black College ◽  
Gender Ideologies ◽  
Strong Black Woman ◽  
Perceived Realism ◽  
Gender Beliefs ◽  
Traditional Femininity

Although the media are believed to be instrumental in transmitting messages about both traditional femininity and Black femininity to Black youth, there is little empirical evidence documenting this process. Accordingly, this study investigated media contributions to Black college students’ endorsement of both traditional gender ideologies and of the Jezebel, Sapphire, and Strong Black woman stereotypes about Black women. The protective nature of ethnic identity was also examined. Participants ( N = 404) completed measures assessing media consumption and involvement, endorsement of traditional gender ideologies and stereotypes about Black women, and ethnic identity. Regression analyses revealed support for our hypotheses, with consumption of music videos, movies, and perceived realism contributing most strongly to students’ endorsement of traditional gender ideologies and stereotypes about Black women. However, students with a strong sense of ethnic belonging were buffered from many of the negative influences of media use on these gender beliefs. The findings highlight the importance of considering culture-specific ideologies when examining links between Black students’ media use and gender beliefs.

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