Thriving through their eyes : a single case study exploring how Black female undergraduate students thrive at a predominantly White institution.
| dc.contributor.advisor | Shelton, Ryann N. | |
| dc.creator | Clanton, TaLaya, 1992- | |
| dc.creator.orcid | 0009-0002-8177-4122 | |
| dc.date.accessioned | 2024-07-30T12:46:28Z | |
| dc.date.available | 2024-07-30T12:46:28Z | |
| dc.date.created | 2023-12 | |
| dc.date.issued | 2023-12 | |
| dc.date.submitted | December 2023 | |
| dc.date.updated | 2024-07-30T12:46:28Z | |
| dc.description.abstract | Black women endure intersectional oppression from racism and sexism. Still, research suggests that conversations centering on racism and sexism erase Black women due to their proximity to White women and Black men. The erasure of Black women translates into the college environment and at Predominately White Institutions (PWIs). In the classroom, Black women have reported feeling inferior due to the devaluing their knowledge and expertise, gender and racial stereotypes, and microaggressions. Black women have also reported hypervisibility and hyperinvisibility resulting from being among the few Black students in their courses. Beyond the classroom, many Black women feel out of place due to the lack of Black students and staff, the lack of race and gender-affirming campus-related activities, and disproportionate resources. It is critical to consider the factors that assist Black female students in thriving in higher education. As such, the purpose of this single case study was to explore the experiences of Black female undergraduate students thriving at one Predominately White Institution in the northeastern United States. Utilizing Schreiner’s (2010) thriving framework, I conducted a qualitative single case study to understand how four Black female undergraduate students described thriving at their PWI. According to Schreiner (2010), students who thrive in college thrive academically, interpersonally, and intrapersonally. The research questions for the study examined each element of Schreiner’s (2010) thriving framework. When describing academic thriving, participants emphasized the importance of building relationships with faculty and academic staff and the importance of asking for help. When describing interpersonal thriving, participants emphasized the importance of being themselves and not comparing themselves to others. When describing interpersonal thriving, participants discussed the importance of utilizing campus resources and the importance of finding a supportive group of friends. This study has implications for Black female undergraduates attending PWIs, faculty and staff at PWIs, and institutional leaders of PWIs. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | ||
| dc.identifier.uri | https://hdl.handle.net/2104/12931 | |
| dc.language.iso | English | |
| dc.rights.accessrights | No access – contact librarywebmaster@baylor.edu | |
| dc.title | Thriving through their eyes : a single case study exploring how Black female undergraduate students thrive at a predominantly White institution. | |
| dc.type | Thesis | |
| dc.type.material | text | |
| local.embargo.lift | 2028-12-01 | |
| local.embargo.terms | 2028-12-01 | |
| thesis.degree.department | Baylor University. Dept. of Curriculum & Instruction. | |
| thesis.degree.grantor | Baylor University | |
| thesis.degree.name | Ed.D. | |
| thesis.degree.program | Learning & Organizational Change | |
| thesis.degree.school | Baylor University |
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