This qualitative study describes the experiences of Black undergraduate women who are involved in a Black student organization at a public predominantly White institution (PWI) beyond the freshman year. Understanding how these students are involved, the meaning they make of their participation, and how they simultaneously manage extracurricular activities, and their academic responsibilities is essential to providing Black women with support that will help reduce barriers to persistence. Questions about their level of involvement provide insight into how these students perceive their participation in student organizations. The following research questions are aligned with the theoretical suggestions made within Astin’s Theory of Student Involvement and Patricia Hill Collins’ Black Feminist Thought: How do Black undergraduate women describe their experience as members of a Black student organization on a predominantly White campus?, How do Black undergraduate women make meaning of their extracurricular involvement in a Black student organization on a predominantly White campus, How do Black undergraduate women simultaneously manage their extracurricular involvement and academic responsibilities while trying to reduce barriers to college retention, What perception do Black undergraduate women have regarding the role extracurricular involvement in a Black student organization plays in their persistence and academic outcomes?
For this study, I utilized three tenants from Black Feminist Thought Framework (Collins, 2000) in collaboration with the Student Involvement Theory (Astin, 1984) to provide a critical lens during the investigation of Black undergraduate women who are involved in a Black student organization. The emerging themes from the study indicated the importance of Black student organizations on white campuses and the type of experiences Black undergraduate women have as members of such groups. Staff members indicated a lack of university services and support in retaining and assisting these students. The emerging themes of the study are creating culturally relevant experiences, taking on leadership roles, strategies to manage academic and extracurricular activities, Benefits of Involvement, controlling narratives and definitions. Findings from this dissertation study have the potential to contribute to the literature on Black undergraduate women and their experiences in culturally relevant student organizations. / Educational Administration
| Identifer | oai:union.ndltd.org:TEMPLE/oai:scholarshare.temple.edu:20.500.12613/7717 |
| Date | January 2022 |
| Creators | Davis , Tiffany J. |
| Contributors | Davis, James Earl, 1960-, Johnson, Jennifer M., 1970-, Brooks, Wanda M., 1969-, Peterson, Brian |
| Publisher | Temple University. Libraries |
| Source Sets | Temple University |
| Language | English |
| Detected Language | English |
| Type | Thesis/Dissertation, Text |
| Format | 171 pages |
| Rights | IN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available., http://rightsstatements.org/vocab/InC/1.0/ |
| Relation | http://dx.doi.org/10.34944/dspace/7689, Theses and Dissertations |
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