Thesis advisor: Anne E. Norris / Little is known about adherence among African American women with HIV. This crossectional study investigated the direct and indirect effects of subjective wellbeing (SWB), physical activity, depression, and spiritual beliefs on adherence to antiretroviral therapy, condom use, and appointment keeping in 86 participants. These variables formed a theoretical model proposed in response to findings in the literature and clinical observations. Participants completed demographic and clinical questionnaires, the Center for Adherence Support Evaluation (CASE) Adherence Index (antiretroviral therapy adherence), Satisfaction with Life scale (SWB), Paffenbarger Physical Activity Questionnaire, CES-D (Depression), the Faith subscale of the Functional Assessment of Chronic Illness Therapy-Spiritual Well-Being scale (spiritual beliefs), and questions regarding condom use and appointment keeping. Descriptive statistics, ANOVA, t-tests, and Chi square analyses were used to analyze clinical and demographic variables, scale means, and effects on adherence variables. Linear and logistic regression analyses were used to test study hypotheses, and path analysis was used to confirm the relationships in the linear regression model. The final model for medication adherence explained 31% of the variance. SWB had a direct effect (β = .30, p < .01). Spiritual beliefs had direct (.21), and indirect effects (.07) through SWB. Having a history of hospitalization for mental illness had direct (-.25), and indirect effects (-.06) through SWB. Physical activity had only a direct effect (β = - .19, p = .05), and no effect on SWB (p = .26). Findings failed to support relationships hypothesized in the model for condom and appointment adherence, though age was shown to have a positive effect (B = 0.06, p < .05) on appointment adherence in the final model. Further research is needed to replicate these findings in a larger cohort of African American women with HIV, and to identify factors that impact condom use and appointment keeping. Study findings argue for the need to assess spiritual beliefs, connect individuals with programs designed to enhance spiritual beliefs, and other resources that may positively influence well-being and medication adherence in this population. / Thesis (PhD) — Boston College, 2008. / Submitted to: Boston College. Connell School of Nursing. / Discipline: Nursing.

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 127-134).

This qualitative, phenomenological study examined the leadership experiences of 10 African American women (AAW)--current or former leaders in predominantly white organizations--to gain an understanding of how well, or not, AAW‟s leadership is represented by traditional and dominant leadership theory. The purpose of this study was to bring the interlocking system of race, gender, and social class (intersectionality) to the conversation on leadership by adding the perspectives of AAW and challenging the traditional and dominant assumptions about the phenomenon of leadership. The data were collected using in-depth interviews and analyzed using a form of narrative analysis. This study confirmed findings from prior research that AAW in positions of leadership: 1) often encounter disempowering experiences whereby their authority is questioned or challenged, 2) experience exclusion from the good ole boy social networks, 3) experience being an outsider-within--feelings of alienation as the only African American person in group settings, 4) express needing to have their qualifications validated before being accepted in their roles, and 5) are challenged to de-myth the stereotypical images that society has sanctioned upon AAW. The most salient encounters the women in this study had were disempowering experiences whereby their race, gender, and/or social class were perceived as creating a challenge to their positions of leadership. Based on the experiences of the participants in this study, traditional and dominant leadership theories, such as French and Raven's (1959) theory of social power that have generally represented the perspectives of white, middle class men, are inadequate for explaining the experiences of AAW. On the other hand socio-cultural theories such as black feminist thought and critical race theory (CRT) offer a wealth of knowledge for explaining how social systems such as race, gender, and social class can be used to maintain a status of marginalization. This study contributes to the fields of HRD and Higher Education (HE). First, leadership development programs should emphasize the socio-cultural challenges to leadership. Second, researchers should broaden the theories that inform the study of leadership. Finally, both fields should begin introducing and utilizing culturally inclusive terms, such as intersectionality, that are not generally associated with the study of leadership.

ABSTRACT “SURVIVAL IS NOT AN ACADEMIC SKILL”: EXPLORING HOW AFRICAN AMERICAN FEMALE GRADUATES OF A PRIVATE BOARDING SCHOOL CRAFT AN IDENTITY by Tiffany Simpkins Russell This qualitative study explores the private boarding school experiences of eight African American female graduates, the forms of identity they crafted and the survival skills they developed while navigating this unique terrain. A life history methodology grounded in the womanist tradition was used to develop a portrait of the women’s experiences using their personal narratives as well as integrating my own. Data collection methods included archival research of historical documents related to the private school, Personal History Interview of the primary researcher, Individual Life History interviews of each of the women, and a Group Conversation with the participants. Narrative analysis (Labov, 1997) and Brown and Gilligan’s Listener’s Guide (1992) were used to analyze the women’s narratives and revealed a set of four significant “creative essences.” A “creative essence” is defined as “a proactive, unique, and individual path to inner fulfillment” (Davis, 1998, p. 493). These essences elucidate the survival skills the women employed at various times in their academic careers to cope with sexism, racism, marginalization and invisibility in an injurious environment. The emergent “creative essences” are: 1) Asserting Blackness; 2) Creating Safe Spaces; 3) Finding Voice and Embracing Loudness; 4) Relying on Sistafriends. These “creative essences” are explored in detail using examples from the female respondents’ narratives, the scholarship on African American women’s strength and resilience and African American literature. Implications for educational practice and future research endeavors are discussed.

This qualitative, phenomenological study examined the leadership experiences of 10 African American women (AAW)--current or former leaders in predominantly white organizations--to gain an understanding of how well, or not, AAW‟s leadership is represented by traditional and dominant leadership theory. The purpose of this study was to bring the interlocking system of race, gender, and social class (intersectionality) to the conversation on leadership by adding the perspectives of AAW and challenging the traditional and dominant assumptions about the phenomenon of leadership. The data were collected using in-depth interviews and analyzed using a form of narrative analysis. This study confirmed findings from prior research that AAW in positions of leadership: 1) often encounter disempowering experiences whereby their authority is questioned or challenged, 2) experience exclusion from the good ole boy social networks, 3) experience being an outsider-within--feelings of alienation as the only African American person in group settings, 4) express needing to have their qualifications validated before being accepted in their roles, and 5) are challenged to de-myth the stereotypical images that society has sanctioned upon AAW. The most salient encounters the women in this study had were disempowering experiences whereby their race, gender, and/or social class were perceived as creating a challenge to their positions of leadership. Based on the experiences of the participants in this study, traditional and dominant leadership theories, such as French and Raven's (1959) theory of social power that have generally represented the perspectives of white, middle class men, are inadequate for explaining the experiences of AAW. On the other hand socio-cultural theories such as black feminist thought and critical race theory (CRT) offer a wealth of knowledge for explaining how social systems such as race, gender, and social class can be used to maintain a status of marginalization. This study contributes to the fields of HRD and Higher Education (HE). First, leadership development programs should emphasize the socio-cultural challenges to leadership. Second, researchers should broaden the theories that inform the study of leadership. Finally, both fields should begin introducing and utilizing culturally inclusive terms, such as intersectionality, that are not generally associated with the study of leadership.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 242-253). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 97-98). Also available on the Internet.

Thesis (Ph. D.)--Ohio State University, 2004. / Title from first page of PDF file. Document formatted into pages; contains xvi, 172 p.; also includes graphics (some col.). Includes abstract and vita. Advisor: Paul W. Sciulli, Dept. of Anthropology. Includes bibliographical references (p. 143-154).

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Supervisor: Carol MacKay. Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (Ph. D.)--University of Washington, 2001. / Vita. Includes bibliographical references (leaves 358-375).