Examining Individualism, Collectivism, and Self-Differentiation in African American College Women

2003 ◽  
Vol 25 (1) ◽  
pp. 1-15 ◽  
Author(s):  
George V. Gushue ◽  
Madonna G. Constantine
Keyword(s):  
African American ◽  
Predominantly White ◽  
African American Women ◽  
College Women ◽  
Emotional Reactivity ◽  
Predominantly White University ◽  
Individualism And Collectivism ◽  
Self Differentiation ◽  
Emotional Cutoff ◽  
The Relationship

This study examined aspects of individualism, collectivism, and self-differentiation in 123 African American women attending a predominantly White university. Specifically, the study explored the relationship between Triandis's (1995) model of horizontal and vertical individualism and collectivism, and four self-differentiation constructs (i.e., emotional reactivity, I-position, emotional cutoff, and fusion with others) proposed by Skowron and Friedlander (1998). Results revealed that aspects of individualism and collectivism were differentially related to self-differentiation in African American college women. Implications of the findings are discussed.

Factors Influencing Academic Success Among African American College Women: The Impact of African American Acculturation and Religiosity

2018 ◽  
Vol 44 (5) ◽  
pp. 403-421 ◽  
Author(s):  
Monica J. Johnson ◽  
Amy L. Reynolds
Keyword(s):  
African American ◽  
Academic Success ◽  
African American Women ◽  
College Women ◽  
Online Survey ◽  
College Success ◽  
Religious Commitment ◽  
Future Research ◽  
The Impact ◽  
The Relationship

African Americans are historically an underresearched, underrepresented, and underserved population. Furthermore, academic success research has primarily focused on White students, thus creating questions as to the appropriateness of generalizing results to students of color. This study explored factors that influence academic success in African American college women, specifically examining the impact of African American acculturation and religiosity. A total of 129 self-identified Black/African American college women completed an online survey assessing level of acculturation, religious commitment, and academic college success as determined by GPA and a college student academic success inventory. Simple regression analysis revealed that the relationship between acculturation and GPA was found to be statistically indiscernible, as was the relationship between GPA and religiosity. Significant relationships were found between the independent variables, African American acculturation and religiosity, and certain domains of the success inventory utilized in this study. The results of this study add to the current and contradictory research involving factors that influence African American women college success. This study provides suggestions for future research on this topic.

Theorizing African American Women’s Learning and Development

2012 ◽  
pp. 38-55 ◽  
Author(s):  
Marilyn Y. Byrd ◽  
Dominique T. Chlup
Keyword(s):  
African American ◽  
Adult Education ◽  
Adult Learning ◽  
Predominantly White ◽  
African American Women ◽  
Research Strategy ◽  
Learning Theories ◽  
Learning And Development ◽  
Adult Learning Theories ◽  
Women's Narratives

This study is a qualitative, interpretative examination of nine African American women’s encounters with race, gender, and social class (intersectionality) in predominantly white organizations and the learning experiences that emerged from these encounters. Rather than continuing to operate from a Eurocentric view of learning, this study contributes to the scholarly discussion the learning perspectives of African American Women (AAW). Black feminist theory is used as a socio-cultural framework to explain how AAW learn from issues emerging from intersectionality. A narrative approach to inquiry was the research strategy employed. Three major learning orientations emerged from the women’s narratives: learning from influential sources, learning through divine guidance, and learning through affirmation of self. The authors contend that expanding the conversation of adult learning theories to include socio-cultural theories derived from black women’s scholarship may be necessary to move the field of adult education toward more inclusive ways of theorizing adult learning. Implications for the field of adult education and the emerging workforce diversity paradigm are provided.

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