[pt] A dissertação apresenta uma incursão pelos poemas de duas poetas da diáspora negra, Carol Dall Farra, do Brasil, e Porsha Olayiwola, dos Estados Unidos, numa investigação sobre processos do sentimento de não pertencimento na constituição de subjetividades de mulheres negras a partir de reflexões acerca de elementos de diferenciação, como raça, gênero, classe, religião e orientação sexual. Em formato de ensaios, pretende-se discutir economia onomástica, assim como a influência da cultura negra nas línguas coloniais, a heterossexualidade compulsória e outras experiências relacionadas à diáspora negra, cuja resistência, aqui, desponta nas performances poéticas das autoras no slam poetry, que, nesse sentido, funciona como uma ferramenta de construção de identidades e da partilha do sensível, formulação de Jacques Rancière, em que os interlocutores dos poemas são muitas vezes as mulheres negras, que, assim como as poetas, constroem suas subjetividades com os poemas declamados. Sob a luz dos escritos de intelectuais como bell hooks, Audre Lorde e Lélia Gonzalez, discute-se as disputas que as poetas escolhidas escolhem travar para forjar subjetividades e criar vínculos. / [en] The dissertation presents an excursion into the poems of two poets from the African diaspora: Carol Dall Farra, from Brazil, and Porsha Olayiwola, from the United States, in an investigation into processes of the feeling of non-belonging in the constitution of subjectivities of black women upon reflections on elements of differentiation, such as race, gender, class, religion and sexual orientation. These essays discuss onomastic economics, as well as the influence of Black culture on colonial languages, compulsory heterosexuality and various experiences related to the African diaspora, whose resistance, in this case, emerges in the poetic performances of the authors in slam poetry , which, in this sense, function as tools for building identities and partage du sensible, formulation by Jacques Rancière, in which the interlocutors of the poems are often black women, who, such as the poets, assemble their identities in virtue of the recited poems. In the light of the writings of intellectuals such as bell hooks, Audre Lorde and Lélia Gonzalez, the disputes that these poets choose to wage to forge subjectivities and create bonds are discussed.

Indiana University-Purdue University Indianapolis (IUPUI) / This thesis sought to understand the messages Black women receive from contemporary images and how these messages may be used to help them develop a sense of womanhood. The framework for the analysis used in this research lies within the feminist standpoint theory and Black feminist thought. The interviews conducted for this research helped to reveal that young Black women recognize patterns within the images of Black women in contemporary media. The images help them to understand the treatment of Black women and about the Black women they want to be.

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African American women in educational leadership roles face a myriad of barriers and challenges. Black feminist theory and impostor phenomenon theory offered a potent conceptual lens for understanding the experiences of successful African American women. A qualitative phenomenological study was conducted to examine and explore strategies that African American women use to (a) navigate the impostor phenomenon in relation to career mobility, and (b) identify and understand how social constructs in educational leadership organizations can contribute to their experiences. The research also examined the historical and contemporary problems of subjugation, oppression, racism, and sexism as narrated by 12 African American women who are in educational leadership roles. Data collected from the participants were triangulated and analyzed thematically resulting in six themes: (1) experiences of being questioned and undermined by superiors; (2) experiences of other people's perceptions about African American female leaders; (3) the need for a mentor; (4) giving others a chance to question them; (5) intentional self-care; and (6) lack of support from leaders and mentors. It is recommended that those who work within the education systems focus on acquiring an understanding of the internal struggles African American women navigate in response to systemic, external challenges, so they can better support these women in terms of career mobility and give more attention to retaining them in educational leadership roles.

According to the National Center for Education Statistics, 125,485 Black women earned a bachelor’s degree in 2019 in comparison to 70,909 in 1999. As the number of Black women on college campuses have increased, the number of Black women in senior leadership roles have remained stagnant. It is important for higher education institutions to find ways to increase the number of Black women in senior leadership roles because diverse staff and faculty not only increases students’ success but the institutions’ success. One of the ways in which colleges and universities can support the career advancement of Black women is to support mentorship for Black women. The purpose of this basic qualitative study guided by Black feminist thought was to examine effective methods of mentoring that facilitate the career advancement of Black women who aspire to senior leadership roles in colleges and universities. Through semi-structured interviews, five Black women senior leaders who work in public or private colleges and universities throughout the United States shared their lived experiences with mentorship, effective methods of mentoring, and what resources they felt higher education institutions could provide to help facilitate the career advancement of Black women. The five findings identified in this study were: institutional support, types of mentors, infusion of Black Girl Magic, the mentoring experience and the development of mentoring relationships. These findings provide institutions of higher education with ways to support Black women through mentorship programs designed specifically for Black women and ways to intentionally recruit and hire more Black women. This study will contribute to current scholarship by identifying key mentoring strategies colleges and universities can implement to support aspiring Black women leaders in higher education.