The Voices of Black Motherscholars
Faculty Advisor Name
Melissa Aleman
Department
School of Communication Studies
Description
The experiences of Black women in academia are shaped by the intersection of multiple, often conflicting identities. As mothers and scholars, Black women navigate the complex terrain of competing responsibilities, societal expectations, and institutional barriers, all while striving to achieve personal and professional aspirations. This daily balancing act—between joy and confrontation, dreams and reality—raises the question of whether it is possible to excel in both the home and the academy simultaneously. Black women in higher education face unique challenges, primarily due to the compounded effects of racism and sexism, coined misogynoir. Misogynoir, which refers to the specific form of anti-Black racist misogyny Black women experience in both academic and social contexts, manifests through the stereotyping and marginalization of Black women by multiple groups, including Black or white men, white women, and even other Black women. This intersectional oppression affects their ability to thrive in academic spaces that were not designed with them in mind, rendering them invisible and often appropriated (Bailey, 2018; Patton & Njoku, 2019).
Black women are often subjected to stereotypes such as the angry and/or strong Black woman, and the mammy. Despite the societal pressure to perform these stereotypes, Black women strategically navigate the academy to achieve success. These challenges significantly impact their scholarship and professional advancement, yet Black women continue to excel against the odds (Johnson, 2022). This thesis seeks to examine the literature surrounding Black motherscholars. By focusing on the intersection of motherhood and academic life, this work aims to provide a nuanced understanding of how Black women in academia navigate multiple identities and roles.
This thesis will highlight the importance of visibility and recognition of the unique contributions Black women add to academia. Despite the systemic barriers they face, Black motherscholars offer essential perspectives enriching the academic landscape, providing critical insights on race, gender, and mothering. Their persistence and resilience in the face of these challenges reflect a deeper strength that contributes significantly to both the intellectual and cultural richness of higher education.
Using reflexive dyadic interviewing and photovoice, this thesis explores the experiences of 10 Black motherscholars to delve into the institutional and social dynamics that impact their experiences. It will explore how systemic issues such as lack of institutional support, racial and gender discrimination, and limited resources exacerbate the challenges faced by Black women in academia. Additionally, it will consider the necessity of community-building among Black motherscholars as a vital strategy for survival and success. Through mutual support, solidarity, and shared experiences, Black motherscholars create spaces where they can be both empowered and nurtured, fostering a sense of belonging and resistance against systemic oppression.
There is a profound resilience of Black motherscholars and a critical need for academic institutions to create more inclusive, supportive environments that acknowledge the intersecting identities and experiences of Black women. By addressing these issues, this work seeks to contribute to a broader conversation about the future of higher education, one that centers the voices and experiences of those who have long been marginalized and overlooked.
The Voices of Black Motherscholars
The experiences of Black women in academia are shaped by the intersection of multiple, often conflicting identities. As mothers and scholars, Black women navigate the complex terrain of competing responsibilities, societal expectations, and institutional barriers, all while striving to achieve personal and professional aspirations. This daily balancing act—between joy and confrontation, dreams and reality—raises the question of whether it is possible to excel in both the home and the academy simultaneously. Black women in higher education face unique challenges, primarily due to the compounded effects of racism and sexism, coined misogynoir. Misogynoir, which refers to the specific form of anti-Black racist misogyny Black women experience in both academic and social contexts, manifests through the stereotyping and marginalization of Black women by multiple groups, including Black or white men, white women, and even other Black women. This intersectional oppression affects their ability to thrive in academic spaces that were not designed with them in mind, rendering them invisible and often appropriated (Bailey, 2018; Patton & Njoku, 2019).
Black women are often subjected to stereotypes such as the angry and/or strong Black woman, and the mammy. Despite the societal pressure to perform these stereotypes, Black women strategically navigate the academy to achieve success. These challenges significantly impact their scholarship and professional advancement, yet Black women continue to excel against the odds (Johnson, 2022). This thesis seeks to examine the literature surrounding Black motherscholars. By focusing on the intersection of motherhood and academic life, this work aims to provide a nuanced understanding of how Black women in academia navigate multiple identities and roles.
This thesis will highlight the importance of visibility and recognition of the unique contributions Black women add to academia. Despite the systemic barriers they face, Black motherscholars offer essential perspectives enriching the academic landscape, providing critical insights on race, gender, and mothering. Their persistence and resilience in the face of these challenges reflect a deeper strength that contributes significantly to both the intellectual and cultural richness of higher education.
Using reflexive dyadic interviewing and photovoice, this thesis explores the experiences of 10 Black motherscholars to delve into the institutional and social dynamics that impact their experiences. It will explore how systemic issues such as lack of institutional support, racial and gender discrimination, and limited resources exacerbate the challenges faced by Black women in academia. Additionally, it will consider the necessity of community-building among Black motherscholars as a vital strategy for survival and success. Through mutual support, solidarity, and shared experiences, Black motherscholars create spaces where they can be both empowered and nurtured, fostering a sense of belonging and resistance against systemic oppression.
There is a profound resilience of Black motherscholars and a critical need for academic institutions to create more inclusive, supportive environments that acknowledge the intersecting identities and experiences of Black women. By addressing these issues, this work seeks to contribute to a broader conversation about the future of higher education, one that centers the voices and experiences of those who have long been marginalized and overlooked.
