This book fills important gaps in understanding the experiences and outcomes of college and the professional lives of successful Black women and the role of institutional context.
Drawing on a longitudinal study of 10 Black women who entered an elite university in 1995 and graduated in 1999, it draws upon interviews from both their senior year in college and 20 years following, to explore the role of institutional context on college outcomes. Supported by data from campus administrators and publicly available data, it foregrounds new and important implications for understanding Black womens college experiences and outcomes, the role of institutional context, Black social mobility, and Black middle-class experiences. The book delves into the personal and professional trajectories of these women, highlighting how their experiences at the university shaped their career paths and social mobility. It examines the support systems, challenges, and opportunities they encountered, providing a nuanced understanding of how institutional contexts can influence educational and professional outcomes. By integrating perspectives from campus administrators and leveraging publicly available data, the book offers a comprehensive view of the factors that contribute to the success of Black women in higher education and beyond.
As such, it will be of interest to higher education, sociology, Africana studies, and women and gender studies scholars. The insights presented in this book are crucial for educators, policymakers, and researchers who aim to foster inclusive and supportive environments for Black women in academic and professional settings.
This book fills important gaps in understanding the experiences and outcomes of college and the professional lives of successful Black women and the role of institutional context.
1. Introduction
2. Background on Black Women in College
3. Institutional
Context
4. Womens Narratives
5. Black Feminist Thought/Intersectionality
6.
Black Social Class
7. Conclusion
MaryBeth Walpole is Professor in the Educational Services and Leadership Department at Rowan University, USA.
Stephanie Lezotte is the Assistant Dean of the School of Graduate Studies at Rowan University, USA.
Crystal Renée Chambers, is a Professor of Educational Leadership with expertise in law and policy in higher education, with a focus on race, gender, and intersectionality at East Carolina University, USA.
Madeline P. Boehning is a PhD candidate in the special education concentration and a graduate research assistant in the Educational Leadership, Administration, and Research Department at Rowan University, USA.
