Matching Items (4)
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The purpose of this study is to explore the lived experiences of African American women in pursuit of doctoral degrees in the southwest, their challenges and motivations, and plans for the their next chapter. Drawing from critical race theory and a sociocultural framework, this qualitative study uses Dan McAdams' Life

The purpose of this study is to explore the lived experiences of African American women in pursuit of doctoral degrees in the southwest, their challenges and motivations, and plans for the their next chapter. Drawing from critical race theory and a sociocultural framework, this qualitative study uses Dan McAdams' Life Story Interview (McAdams, 2005) to explore the journeys of these high achieving minority women and how achievement is conceptualized in their stories. Particular emphasis is placed on their critical events, challenges, and alternative futures. Seven separate themes (parental support and advocacy in early education, improved experiences among other African American students, perseverance through struggles/experiences led to purpose, poor department support, family support, impact of spirituality, and relocation and desire to give back) emerged that address three main research questions. Implications for findings and suggestions for future research are offered.
ContributorsManning, Linda (Author) / Nakagawa, Kathryn (Thesis advisor) / Moore, Elsie (Committee member) / Arzubiaga, Angela (Committee member) / Arizona State University (Publisher)
Created2013
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The Civil Rights Project estimates that Black girls are among the least likely to graduate from high school. More specifically, only about half, or 56%, of freshman Black girls graduate with their class four years later. Beyond the statistics little is known about Black girls who drop out, why

The Civil Rights Project estimates that Black girls are among the least likely to graduate from high school. More specifically, only about half, or 56%, of freshman Black girls graduate with their class four years later. Beyond the statistics little is known about Black girls who drop out, why they leave school and what happens to them once they are gone. This study is a grounded theory analysis of the stories eight adult Black women told about dropping out of high school with a particular focus on how dropping out affected their lives as workers, mothers and returners to education. There is one conclusion about dropping out and another about Black female identity. First, the women in my study were adolescents during the 1980s, experienced life at the intersection of Blackness, womaness, and poverty and lived in the harsh conditions of a Black American hyperghetto. Using a synthesis between intersectionality and hyperghettoization I found that the women were so determined to improve their economic and personal conditions that they took on occupations that seemed to promise freedom, wealth and safety. Because they were so focused on their new lives, their school attendance suffered as a consequence. In the second conclusion I argued that Black women draw their insights about Black female identity from two competing sources. The two sources are their lived experience and popular controlling images of Black female identity.
ContributorsGriffin, Erica Nicole (Author) / Powers, Jeanne (Thesis advisor) / Fischman, Gustavo (Committee member) / Margolis, Eric (Committee member) / Arizona State University (Publisher)
Created2011
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The majority of Black D/deaf female students who enter college do not obtain college degrees; as many of them drop out of college citing irreconcilable differences with faculty, staff and peers (Barnartt, 2006; Williamson, 2007). Although, many of these inequities are being addressed in current scholarship, traditionally social scientists have

The majority of Black D/deaf female students who enter college do not obtain college degrees; as many of them drop out of college citing irreconcilable differences with faculty, staff and peers (Barnartt, 2006; Williamson, 2007). Although, many of these inequities are being addressed in current scholarship, traditionally social scientists have analyzed issues of race, gender, class, sexuality or disability by isolating each factor and treating them as if they are independent of each other (Thornton Dill & Zambrana, 2009). This qualitative dissertation study investigates the everyday lives of Black D/deaf female students on a college campus. The study is based on data gathered during four focus group interviews with twenty-two total participants and fifteen individual semi-structured interviews. Interviews were videotaped and conducted in either spoken English or sign language depending on the preference of the participant. Interviews conducted in sign language were then interpreted to spoken English by the researcher, and subsequently transcribed. The study sought to explore identity and individual agency, microaggressions and marginality on campus, and self-determination. Analysis focused critically on the women's understanding of their intersecting identities, their perception of their college experience and their persistence in college. The data revealed a seemingly "invisible" space that women occupied either because of their deafness, race, gender or social class status. Even though the women felt that that they were able to "successfully" navigate space for themselves on their college campus, many experienced more difficulty than their peers who were White, male or hearing. The women developed strategies to negotiate being part of both the deaf and hearing worlds while on their college campus. However, they frequently felt excluded from the Black hearing culture or the White deaf culture.
ContributorsChapple, Reshawna (Author) / Romero, Mary (Thesis advisor) / Artiles, Alfredo J. (Committee member) / Gustavsson, Nora (Committee member) / James, Stanlie M (Committee member) / Arizona State University (Publisher)
Created2012
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The minority population of African American women (AAW) have been found to be most at risk when it comes to certain negative health outcomes (Hales, Carroll, Fryar, & Ogden, 2017). The purpose of this literature review is to discuss the negative effects of perceived discrimination on stress levels for obese

The minority population of African American women (AAW) have been found to be most at risk when it comes to certain negative health outcomes (Hales, Carroll, Fryar, & Ogden, 2017). The purpose of this literature review is to discuss the negative effects of perceived discrimination on stress levels for obese AAW. Analysis of several studies have found that perceived discrimination increases the stress levels of AAW and can lead to an increase in physical health problems such as poor eating behaviors, which can lead to weight gain and chronic health issues such as hypertension, Type 2 Diabetes Mellitus, cardiovascular disease, osteoarthritis, sleep apnea, fatty liver disease, and pregnancy complications (Cooper, Thayer, & Waldstein, 2013; Hales, Carroll, Fryar, & Ogden, 2017; Hayman, McIntyre, & Abbey, 2015; U.S. Department of Health and Human Services, National Institutes of Health, National Institute of Diabetes and Digestive and Kidney Diseases, 2015). Through research, increased stress due to perceived discrimination was also found to have negative impacts on mental health such as depression, post-traumatic stress disorder (PTSD), anxiety, rumination, negative racial regard, and psychological distress (Carter, Walker, Cutrona, Simons, & Beach, 2016; Hill, & Hoggard, 2018; Knox-Kazimierczuk, Geller, Sellers, Baszile, & Smith-Shockley, 2018; Pascoe, & Richman, 2009). Article analysis found that many AAW use negative coping mechanisms such as rumination, negative racial regard, poor eating behaviors, and repressing feels of race-related events to combat stress when dealing with race-based events (Carter, Walker, Cutrona, Simons, & Beach, 2016; Hayman, McIntyre, & Abbey, 2015; Hill, & Hoggard, 2018). Positive coping mechanisms discussed to reduce stress and chronic disease included prayer and active coping to counteract the effects of rumination (Cooper, Thayer, & Waldstein, 2013; Hill, & Hoggard, 2018).
ContributorsJacobs, Abigail (Author) / Sullivan-Detheridge, Julie (Thesis director) / Uriri-Glover, Johannah (Committee member) / Edson College of Nursing and Health Innovation (Contributor) / Barrett, The Honors College (Contributor)
Created2019-12