The purpose of this treatise was presented in three parts; 1) to identify and understand the perceived factors that aid in the persistence of African-American female transfer students, 2) to access how the college environment is perceived to influence their success, and 3) to determine how the factors of intersectionality: race, class, and gender influence the persistence of this student sub group. All obtained information will be used to guide program development and the implementation of services to the chosen site institution. Through the use of qualitative methods and a case study design, this study explored the responses of nine individuals currently affiliated with the chosen four-year institution. Three of the participants in the study were faculty advisors and the remaining six were African-American female students who were also identified as transfer students as well. Semi-structured interview protocols were separately collected from both students and faculty. Findings revealed that four factors were perceived to aid in the persistence of African-American female transfer students. They were: strong support systems that involve both fictive and kinship networks, possessing and developing internal locus of control, the ability to see and be effective role models, and to exhibit strong commitment behaviors for school. Implications are presented with the intent to add to the limited scholarly literature regarding the persistence of African-American female transfer students. Recommendations include the creation of a Transfer Student Taskforce, establishing a charter chapter of Tau Sigma, which is a national Honor Society for Transfer Students, and the creation/implementation of a campus climate survey. / text

This study examined 10 nontraditional women at a small two-year institution. The study illuminated the challenges that these women faced as they matriculated and explored personal, professional, academic, institutional, financial resource, peer relationship, and professor relationship factors that they perceive could and has affected their attrition rates. The findings emerged from a host of dominant themes that were generalized at the inception of the study. The participants mostly provided a clear understanding of their perceptions relative to the themes. Therefore, the participants' responses provide an understanding of the relationships that the themes do or do not have to the participants' contribution to the studied institution's attrition rates. 1 The implications drew upon the research to bring forth a cause and effect understanding of the findings that if heeded could assist in decreasing the attrition rates for African-American female students. The recommendations were brought forth in an effort to provide a guiding post for future practices, policies, and research relative to understanding and adhering to the needs of nontraditional African-American female students.

The purpose of this study was to gather descriptive data on the experiences of Black female student athletes. A better understanding of the experiences of Black female student athletes as students, as athletes, and as developing young women may help student affairs practitioners better understand their collegiate experience; provide them with information to make decisions about student affairs programs, policies, services, and practices; and offer a subgroup of students who have historically been underrepresented in research an opportunity to share their stories. The study addressed the following research question: What are the college experiences of Black female student athletes during athletic eligibility at a large, predominately White, Division I, Midwestern, public university? Eight Black female eligible college student athletes were purposefully selected to participate in the qualitative study. Participants' ages ranged from 18-23 years and they self-identified as Black (n=3), Caribbean (n=3), and West Indian (n=2). The women were drawn from two sports: Basketball (n=2) and Track (n=6). Participants participated in two hour-long interviews. Data were coded and analyzed into categories. A process analysis enabled the key themes from the findings to be identified. Credibility and dependability were accounted through member checks and the use of three outside auditors. Four major themes emerged: Unfulfilled expectations during the college experience as an athlete, student, and developing young person; perceptions of being treated differently from her White female peers; complex relationships that deeply impacted participants' experiences in college both positively and negatively; and positive and negative forms of resistance in which participants' engaged in response to experiences during college. Themes were analyzed and divided into 13 major findings: Misleading recruitment; negative experiences with coaches; difficult transition from high school to college athletics; negative experiences with White teammates, coaches, and staff; social support among Black female athletes; difficult academic transition from high school to college; stereotyping and discrimination in the classroom; no meaningful relationships with faculty; involvement in co-curricular activities; complex relationships with Black men; complex relationships with White women; experiences with depression; and developing a stronger sense of self. Suggestions for future research and implications for practice are discussed in detail.

The value of diversity in the Science, Technology, Engineering, and Math (STEM) fields has long been a leading topic of discussion among campus administrators and government officials. However, the number of African American women in STEM, and the engineering field in particular, has seen little growth over the past twenty years. To change this trend, there must be enhanced efforts to provide an environment and resources to support the retention of these women, and mentoring can play a key role. To gain a better understanding of the mentoring needs of these women, this research investigates the mentoring experiences of 16 current senior African American female engineering students. What is clear is that African American women have a unique set of experiences based on the multiple sets of identity groups that they claim membership in. Intersectionality emphasizes the implications of the multiplication of these identities and how that multiplication impacts experiences. This research, addresses the intersection by exploring faculty mentoring relationships, with particular focus on the implications of having a matched (same race and gender) or an unmatched mentor. Current research is inconsistent on the benefits of each type. Using phenomenography, this investigation of the various aspects of mentoring relationships that are salient to 16 African American women in engineering uncovered seven categories of mentoring: Guide, Proactive Supporter, Reactive Listener, Nurturer, Just in Time, Caring, and Role Model. Variation across these mentoring categories were reflected in the mentoring aspects that participants perceived. This set of interpersonal (listen, invested, and shared experience) and professional (development, opportunity, advice, and example) aspects depicted a set of mentoring types that varied in comprehensiveness. Additionally, variation in the race and gender of each mentor across each category suggested some trends surrounding the mentor characteristics that most frequently provided certain aspects. However, all of the categories that emerged were perceived to be effective. It is desired that the results of this research will impact the ways in which faculty understand the needs of African American women in engineering. / Ph. D.

The purpose of this qualitative autoethnographic study was to add to the research of African American female secondary principals. Most research in the field of education concerning women reflects women in general and is not specific to African American women. More research is needed for and by African American women as it pertains to the study of female leadership on secondary public school campuses. The traditional high school principal is White, male, married, and middle income. With the inception of President Obama’s Race to the Top and the age of accountability, the traditional building principal motif is changing. Accountability and higher standards have changed just about every aspect of education. his autoethnography represents my professional journey as it pertains to obtaining a principalship in a high school. As the story was written, it became apparent though my writings in order to explain the journey, it was evident I needed to share my life experiences about who I am to further bring understanding and clarity to the study. Being Black and female, compounded by the attainment of a high level of education, predictably creates problems on both a professional and personal level. The research is shared through traditional research methods as well as vignettes or anecdotes to tell the story. Storytelling is important because it adds context to the situation and allows the reader not only to comprehend but to also become part of the experience. The review of the literature for this autoethnographic journey signified African American women as a renewed prototype for effective school leadership, especially as it pertained to schools with placed at-risk children. Theoretical framework included Womanism, Critical Race Theory, Female Leadership, Cultural Identity, Principal Leadership and the history of African Americans as educational leaders. My findings, based on research presented, although scarcity exists among African American female high school principals; we are now believed to possess the qualities necessary for a school to be successful. This scarcity is caused by lack of African American mentors and sexism and/or racism in hiring practices.

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The purpose of this qualitative study was to give voice to the experiences of African American female pastors of African American churches and their perceptions of gender and equity as it pertains to their role in the pastorate. This phenomenological study identified the lived experiences of each participant through her personal narrative, which reflects her path from birth to present. Participants’ experiences as a senior pastor provided a personal historical path of the journey of female pastors for a span of four decades. This dissertation shares the challenges, barriers, and support to female pastors. This study examined personal characteristics, acts of leadership, and acts of negotiating the system within the African American church. The participants’ ages ranged from 40-70+. The findings of this study indicated that there has been a slow change in the acceptance of female pastors. Female pastors have been a part of our culture since biblical times, but resistance is still present.

Purpose: The purpose of this study is to investigate the relationship between American consumersand “Environmentally and Ethically Sustainable Fashion” (EESF), with a specific focus on African-American female consumers in order to discover how relevant EESF is in their lifestyles and fashionconsumption practices. Additionally, the study aims to investigate if African-American femaleconsumers are being overlooked in the discourse surrounding EESF.Methodology: The research was qualitative with an inductive approach. A survey was conductedelectronically in order to collect data, and was designed using research collected from literature,scientific articles and online resources. Using the method of snowball sampling, respondents weregathered from a pool of my cohorts, who further distributed the survey on to their contacts.Findings: The findings suggest that African-American female consumers are aware and haveknowledge of EESF, however EESF is not relevant in their lifestyles and fashion consumptionroutines. The literature review which was conducted prior to collecting the data indicates that African-American female consumers are being overlooked in the discourse surrounding EESF and theconcepts surrounding it.Contributions: The findings in this study have managerial implications which will prompt thescientific community, governments, organizations and apparel brands to further study this group ofconsumers in order to assess better ways to reach them in ways that are relevant to their lifestyles andfashion consumption practices. The study also contributes to the existing literature about the consumerbehavior and fashion consumption practices of African-American women.

No description available.

No description available.