Date Approved
8-20-2024
Embargo Period
8-21-2026
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D.)
Department
Educational Leadership, Administration, and Research
College
College of Education
Advisor
James Coaxum III, Ph.D. & Gaëtane Jean-Marie Ph.D.
Committee Member 1
David Hernández-Saca, Ph.D.
Committee Member 2
Marc J. Freeman, Ph.D.
Committee Member 3
Mercedes Cannon, Ph.D.
Keywords
barriers; Black disability feminism; critical autoethnography; dis/Ability; Graduate studies; Intersectionality
Subject(s)
Disability studies; Intersectionality (Sociology)
Disciplines
Disability Studies | Educational Leadership | Social and Behavioral Sciences
Abstract
There can be numerous questions to be asked concerning the perspective of a Black female graduate student at a predominately White institution who lives with multiple hidden dis/Abilities (Gillborn, 2015). This critical autoethnography can help discover and uncover new issues and establish transformational changes that could expand knowledge and research surrounding the critical analysis of intersectionality and Disability Studies and Critical Race Theory from an/abled feminist approach. Transformative politics can be identified in this study, which examines socialism and the systematic structures and power within academia at the graduate level (Trevino et al., 2008). The issues of Black disability feminism, race, gender, identity politics, and ableism will be argued in this research study. Also, the importance of equity, one’s sense of belonging, positionality, and academic leadership will be evaluated, which surrounds the experience of a Black female graduate student who lives with multiple hidden disabilities. The critical analysis questions how a Black female at the graduate level is treated at a predominately White institution and lives with multiple dis/Abilities. Through visual technology, this qualitative critical autoethnography captures various experiences of a Black dis/Abled female graduate student inside and outside a post-secondary institution while identifying opportunities and barriers the researcher incurs during graduate studies.
Recommended Citation
Katrell, Shariese, "BEYOND #BLACKLIVESMATTER THROUGH an UNDERSTANDING of INTERSECTIONALITY and ETHICAL LEADERSHIP: A CRITICAL AUTOETHNOGRAPHY OF A BLACK FEMALE GRADUATE STUDENT LIVING WITH MULTIPLE HIDDEN DIS/ABILITIES" (2024). Theses and Dissertations. 3277.
https://rdw.rowan.edu/etd/3277
