Date of Award
2024
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D.)
Department
Educational and Counseling Psychology
First Advisor
Amy Scott
First Committee Member
Dr. Amy Scott
Second Committee Member
Dr. Marcia Hernandez
Third Committee Member
Dr. Eunie Jung
Abstract
This dissertation addresses African American women's intricate challenges at predominantly white institutions (PWIs), exploring the outcomes of navigating a sense of belonging which eventually affects one's well-being within this professional context. The study employs a qualitative approach to delve into the experiences of those who work or have worked in the environment. By capturing the personal narratives of African American women in various roles at PWIs, the research aims to understand the intersectionality of race and gender dynamics impacting their professional lives. The literature review contextualizes the study by discussing the challenges identified in existing research, including the marginalization experiences and their implications on physical and emotional well-being. With a focus on the ideological hegemony affecting Black women in academia, the review underscores the importance of addressing the challenges that African American women face.
The methodology involves gathering demographic information on African-American women employed or previously employed at a PWI (within the last ten years) utilizing semi-structured interviews. Thematic analysis is employed to derive insights from the participants' narratives, emphasizing the significance of capturing the essence of their experiences. The findings are expected to reveal three salient themes: experiencing and navigating challenges African American Women at PWIs Face, the phenomenological realities in their experiences and the importance of well-being. The dissertation concludes by discussing the study's broader implications for addressing institutional support. It contributes valuable insights to the ongoing dialogue on diversity and inclusion in higher education. It identifies avenues for future research and proposes interventions to enhance the experiences of African American women in various roles within PWIs. Ultimately, this research aims to advocate for a more inclusive and supportive environment for African American women at PWIs, fostering their personal and professional success.
Pages
150
Recommended Citation
Perry, Alicia C.. (2024). Unmasking Challenges Of African American Women At Predominantly White Institutions (PWIs) Unveiling Phenomenological Realities And Prioritizing Well-Being. University of the Pacific, Dissertation. https://scholarlycommons.pacific.edu/uop_etds/4236
Included in
Educational Administration and Supervision Commons, Educational Leadership Commons, Higher Education Commons
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