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    “Can’t I be Black and smart?”: Examining the experiences of Black high-achieving college women inside and outside the classroom

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    Genre
    Thesis/Dissertation
    Date
    2017
    Author
    Davis, Adrianne Musu
    Advisor
    Davis, James Earl, 1960-
    Committee member
    Jordan, Will J.
    Schifter, Catherine
    Fries-Britt, Sharon
    Department
    Urban Education
    Subject
    Education, Higher
    Higher Education Administration
    Education
    Black
    High-achieving
    Honors
    Intersectionality
    Undergraduate
    Women
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/1059
    
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    DOI
    http://dx.doi.org/10.34944/dspace/1041
    Abstract
    This study examines the experiences of high-achieving talented undergraduate Black women inside and outside the classroom at a predominantly white urban university. Much of the higher education research studies how college affects students and how they develop psychosocially during their undergraduate experience. Using a series of semi-structured qualitative interviews with undergraduate honors students, this study examines how Black women make meaning around their experiences in their social and academic lives at college. Intersectionality is used as a theoretical framework to analyze participants’ experiences and to consider the salience of their intersecting racial, gender, and academic identities. Results indicated that inside the classroom participants were spotlighted and felt they were the representatives for their identity groups. In campus life, they were isolated and faced microaggressions from peers. Participants described their intersectional race x gender x academic identity as most salient in their experiences at college. Implications discuss strategies for creating more inclusive academic and social environments and future research for high-achieving undergraduate Black women.
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