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Date of Graduation
5-9-2024
Semester of Graduation
Spring
Document Type
Thesis
Degree Name
Master of Science in Education (MSEd)
Department
Department of Learning, Technology and Leadership Education
Advisor(s)
Tabitha Coates
Monica Smith-Woofter
Amelia Underwood
Abstract
This qualitative research study sought to explore the lived experiences of Black women teachers in the United States. Specifically, the research aimed to uncover the meanings of success among Black women teachers and the ways in which intersectionality impacts those meanings. The researcher interviewed four Producers of Knowledge (POK); two were from Virginia, North Carolina, and New York. The findings show that the participants of this study share lived experiences of systemic sexism and racism at their universities, actively pushing back on systems, stereotypes, and policies, and shared feelings regarding representation, support, and the importance of community. The implications of this study suggest that mentorship is a powerful tool to navigate unknown systems and structures and that Black women closely identify with the successes they achieve in higher education.
Recommended Citation
Wilson, Harmony, "Intersectionality and success: A study of black women teachers in higher education" (2024). Masters Theses, 2020-current. 294.
https://commons.lib.jmu.edu/masters202029/294
