Date Approved

4-7-2022

Embargo Period

4-12-2022

Document Type

Dissertation

Degree Name

Ed.D. Doctor of Education

Department

Educational Services and Leadership

College

College of Education

Advisor

Monica Reid Kerrigan, Ed.D.

Committee Member 1

Cecile H. Sam, Ph.D.

Committee Member 2

James Coaxum, Ph.D.

Keywords

African-American, Black, First-Generation, Predominately White Institution, Students, Transfers

Subject(s)

African American women college students

Disciplines

Higher Education

Abstract

The purpose of this narrative research study was to explore the experiences of first-generation African American women who transfer to a predominately White institution. More specifically, this study focused on Black women students' ability to succeed while navigating against dominant majoritarian views and negative stereotypes while attending a predominately White institution. This study focused on the resilience and success of Black women as they worked towards obtaining an education. Black feminist thought and Anti-Deficit Achievement theory assisted the study in identifying negative stereotypes, oppression, and the women's abilities to be successful. The findings indicate that while these women faced negative stereotypes and transfer barriers, they used their voices to gain their desired support. This study assists in expanding the limited research on first-generation African American women college students' experiences when they have transferred to a predominately White institution. This study shows the importance of positive institutional agents, culturally responsive teaching, and support for first-generation Black women transfer students to assist them in their continued college success.

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