Black Women in Higher Education Today - Research Paper Example

Number 3 June Black Women in Higher Education Today Outline of the Research A. Introduction and Background to the Research B. Pre-Collegiate/Transitional Black Women’s Experience C. Undergraduate Experience D. Graduate Experience E. Black Female Faculty F. Conclusion Definition of the Topic The topic “Black Women in Higher Education Today” suggests that research be carried out with the focus on how well black women fare in higher education these days. African Americans still remain an underrepresented group within the educational system of almost any level. At the undergraduate level, black women confront challenges virtually at each step and in any institution. It is imperative that challenges facing black females in higher education be highlighted and removed (Bush, Chambers, and Walpole xi). This paper offers ways of achieving this. It highlights the key moments of female higher education experiences and comments on their relevance. Outline of the Research Done and Preliminary Conclusions Outline A. Black women at collegiate .level. B. Black women as undergraduate students C. Black women as graduate and post-graduate students D. Black female faculty and their impact on institution where they teach or work Preliminary Conclusions African Americans still remain an underrepresented group within the educational system of almost any level. Yet, success of this minority has grown of late. However hard and difficult it may seem, the work of the Black Female Faculty promoted the incorporation into predominant white research institutions - of diverse communities - as well as stood up for the promotion of knowledge in their disciplines. On the undergraduate level, spirituality often helps to master the upcoming problem. Moreover, African American females were found to feel supported in their educational endeavors. This does not apply to the boys. Instead, it confirms the fact that young boys of African American origin are getting negative attention and remain hostile. Full Annotations of Two Bibliographic Sources Sule, Venice, “Black Female Faculty: Role Definition, Critical Enactments, and Contributions to Predominantly White Research Institutions.” NASPA Journal about Women in Higher Education 2 (2009): 91-118. The paper examines how Black Female Faculty, which is the biggest community of females of color faculty, define their role as professionals and make contributions to predominantly white research institutions via a series of certain critical enactments. Extant of research on the Black Female Faculty who work at PWRIs (predominantly white research institutions) explores barriers which hamper social integration; they place less emphasis on those factors that facilitate barriers negotiation and changes within an organization. Current analysis of qualitative data exposes that structural constraints were actively challenged through participants’ service and research. The main argument by the author is: By doing so, the Black Female Faculty propelled institutional transformation. Hence, their role went beyond expectations of the faculty to the role that stressed their commitment to social equity. To be more specific, the work of the Black Female Faculty promoted the incorporation into predominantly white research institutions of diverse communities as well as broadened the knowledge in their disciplines. To develop the main argument, the author first provides the theoretical background on the basis of the literature review; then, she goes on to formulate relevant theoretical framework and research design. The key part of the article is the findings section, which provides the greatest support to the argument. The conclusion is clear, with the focus on the major role of the BFF in these institutions – service (the one that makes their establishments more inclusive, social-justice oriented, and culturally diverse). This source is used to cover the topic of the role of black females – university professors - in their (top-tier) universities, which are typically dominated by the white academic staff. Patton, Lori & McClure, Michelle. Strength in the Spirit: A Qualitative Examination of African American College Women and the Role of Spirituality During College. The Journal of Negro Education, 78 (1) (2009): 42-54. Patton & McClure examine the role of spirituality in the experiences of fourteen African American women during their college studies. It reveals that African American college women, who are frequently overlooked, misrepresented, isolated racially, and even misunderstood, resort to spirituality as their personal regenerative experience, and their special uplifting and transformative space. Having adopted the black feminist thought and utilized the faith development theory, the authors find out how and why these women turn to spirituality and use it to effectively go through their experiences at college. It is implied that spiritual development and academic success of African American women at college are interrelated, so enhancing the former can lead to improvement in the latter. The key argument of the author is that turn to spirituality by African-American women at college positively impacts academic achievement. The argument is developed within the black feminist thought and the faith development theory and is supported by qualitative data analysis on the ground of collected data from fourteen girls of African American origin who study at American universities. The article is useful for the future research by its providing an insight into how to cope with college black females’ psychological alienation, racial discrimination, and scorn with the help of spirituality and activities that boost it up. Bibliographic Information of Four Sources Dixson, Adrienne & Chambers, Crystal. “College Predisposition and the Dilemma of Being Black and Female in High School.” In Barbara Bush et al (eds) From Diplomas to Doctorates: The Success of Black Women in Higher Education (2012) Stylus Publishing: 21-39. This article is pertinent to the current research by its focus on pre-collegiate African American girls’ experience at high school. It says that young African American females feel supported in their educational endeavors. Yet, it confirms the fact about young boys of African American origin getting negative attention and being hostile. Winkle-Wagner, Rachelle. “An Asset or an Obstacle? The Power of Peers in African American Women’s College Transitions.” In Barbara Bush et al (eds) From Diplomas to Doctorates: The Success of Black Women in Higher Education (2012) Stylus Publishing This article explores the undergraduate experience of African American college women. The article focuses on the level of assistance and the ways African American women shape their experiences of college thanks to students’ peer interactions. Sule (2011). “Professional Socialization, Politicized, Raced, and Gendered Experience, and Black Female Graduate Students: A Road Map for Structural Transformation,” In Barbara Bush et al (eds) From Diplomas to Doctorates: The Success of Black Women in Higher Education (2012) Stylus Publishing. This article pertains to the research into black women’s higher education issues by focusing on how African American female graduates get socialized into the academic profession as selected by PWI. Special attention is given to natural and social sciences and organizational acculturation. Barnes, Benita. “A Look Back and a Look Ahead: How to Navigate the Doctoral Degree Successfully” In Barbara Bush et al (eds) From Diplomas to Doctorates: The Success of Black Women in Higher Education (2012) Stylus Publishing. This article is first of all useful by its focus on postgraduate students of .the program. This research is particularly helpful for these black students who would like to engage and to be successful in the doctoral process. Works Cited Barnes, Benita. “A Look Back and a Look Ahead: How to Navigate the Doctoral Degree Successfully” In Barbara Bush et al (eds) From Diplomas to Doctorates: The Success of Black Women in Higher Education (2012) Stylus Publishing. Sule, Venice. “Professional Socialization, Politicized, Raced, and Gendered Experience, and Black Female Graduate Students: A Road Map for Structural Transformation,” In Barbara Bush et al (eds) From Diplomas to Doctorates: The Success of Black Women in Higher Education (2012) Stylus Publishing. Sule, Venice, “Black Female Faculty: Role Definition, Critical Enactments, and Contributions to Predominantly White Research Institutions.” NASPA Journal about Women in Higher Education 2 (2009): 91-118. Dixson, Adrienne & Chambers, Crystal. “College Predisposition and the Dilemma of Being Black and Female in High School.” In Barbara Bush et al (eds) From Diplomas to Doctorates: The Success of Black Women in Higher Education (2012) Stylus Publishing: 21-39. Patton, Lori & McClure, Michelle. Strength in the Spirit: A Qualitative Examination of African American College Women and the Role of Spirituality During College. The Journal of Negro Education, 78 (1) (2009): 42-54. Winkle-Wagner, Rachelle. “An Asset or an Obstacle? The Power of Peers in African American Women’s College Transitions.” In Barbara Bush et al (eds) From Diplomas to Doctorates: The Success of Black Women in Higher Education (2012) Stylus Publishing Read More