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dc.contributor.advisorDavis, James Earl, 1960-
dc.creatorTyler Hardaway, Ayana
dc.date.accessioned2020-11-05T19:50:32Z
dc.date.available2020-11-05T19:50:32Z
dc.date.issued2019
dc.identifier.urihttp://hdl.handle.net/20.500.12613/3985
dc.description.abstractThis critical qualitative research study describes and explores undergraduate Black women Resident Assistant (RA) experiences in the context of Predominantly White Institutions (PWI). While serving in the capacities of both student and student affairs professional, this study explored how women navigate the responsibilities of their role and the intersections of race and gender. Given the influx of campus hate crimes motivated by race across the United States, and to ensure the success and support of Black women students serving in these roles, it is imperative that we understand their racially gendered experiences within predominantly White contexts. Phenomenological research methods and a series of semi-structured interviews were used to examine the lived experiences of nineteen Black undergraduate women. Critical Race Theory, Black Feminist Thought, and Intersectionality were used as frameworks to examine how participants navigate their social identities and associated experiences as an employee and student. Findings from the study indicate that the intersection of Blackness (e.g. race), being a woman (e.g. gender), and serving in the leadership role as an RA, is influenced by oppressive conditions which presented themselves in the following seven themes: Institutional Oppression; Racism; Physical, Emotional, and Psychological Stress; Fear; The Outsider Within; Controlling Images; and Care through Counterspaces. This study’s findings and future recommendations have the potential to support and inspire Black and other minoritized undergraduate student RAs, illuminate the diverse experiences of undergraduate Black women, and to enhance professional leadership development of residential life practitioners at PWIs.
dc.format.extent205 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectEducation, Higher
dc.subjectEducational Leadership
dc.subjectHigher Education Administration
dc.subjectBlack Feminist Thought
dc.subjectBlack Women
dc.subjectCritical Race Theory
dc.subjectEducation, Higher
dc.subjectIntersectionality
dc.subjectStudent Affairs
dc.title"I'm not your Mammy": Unearthing the Racially Gendered Experiences of Undergraduate Black Women Resident Assistants at Predominantly White Institutions
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberJordan, Will J.
dc.contributor.committeememberKeith, Novella Zett
dc.contributor.committeememberJohnson, Jennifer M., 1970-
dc.contributor.committeememberArchie, Tiffenia D.
dc.description.departmentUrban Education
dc.relation.doihttp://dx.doi.org/10.34944/dspace/3967
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreePh.D.
refterms.dateFOA2020-11-05T19:50:32Z


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