Understanding Influences of Development on Black Women’s Success in U.S. Colleges: A Synthesis of Literature

The purpose of this study was to illuminate how and to what extent Black women’s developmental processes have influenced their success within their respective U.S. college environments. Crenshaw’s three dimensions of intersectionality guided our analysis. We synthesized 38 peer-reviewed articles and...

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Bibliographic Details
Published in:Review of educational research 2021-12, Vol.91 (6), p.803-830
Main Authors: Porter, Christa J., Byrd, Janice A.
Format: Article
Language:English
Subjects:
Adjustment (to Environment)
African American History
African American Students
Black college students
College Environment
College Students
Cultural Influences
Ethnic Stereotypes
Females
Higher education
Intersectionality
Learning
Racial Bias
School Role
Stereotypes
Student Attitudes
Student School Relationship
Success
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Summary:The purpose of this study was to illuminate how and to what extent Black women’s developmental processes have influenced their success within their respective U.S. college environments. Crenshaw’s three dimensions of intersectionality guided our analysis. We synthesized 38 peer-reviewed articles and interpreted five themes: (a) navigating the educational matrix, (b) sense of belonging, (c) perceptions of (lack of) institutional support, (d) living and learning at the margins while combating stereotypes, and (e) need for counterspaces and counternarratives. Implications of our findings include expanding definitions of student success, intersectionality and identity development, and equity-driven institutional practices.
ISSN:0034-6543
1935-1046
DOI:10.3102/00346543211027929