Preferred Name
DaNae A. Peterson
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
ORCID
https://orcid.org/0009-0007-3121-7973
Date of Graduation
5-15-2025
Semester of Graduation
Spring
Degree Name
Master of Arts (MA)
Department
School of Communication Studies
First Advisor
Melissa Alemán
Second Advisor
Carlos Alemán
Third Advisor
Kristen Okamoto
Abstract
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 is complicated by the compounded effects of racism and sexism in academia, coined as misogynoir (Bailey, 2018). Misogynoir, a specific form of anti-Black racist misogyny, manifests through stereotyping, marginalization, and invisibility affecting Black women’s ability to thrive in academic spaces that were not designed with them in mind (Patton & Njoku, 2019).
This thesis seeks to examine the experiences of Black motherscholars, focusing on the intersection of academia and motherhood. The study aims to investigate a deeper understanding of how Black women balance their multiple identities and roles while navigating systemic barriers. Black women are often subjected to stereotypes such as the “angry Black woman” the “strong Black woman” or the “mammy,” yet they excel and thrive despite the challenges (Johnson, 2022). This research highlights the importance of visibility and recognition of the unique contributions made by Black motherscholars in academia, which enrich the sociocultural and intellectual landscape by offering critical perspectives on mothering, race, and gender.
Using reflexive dyadic interviewing and photovoice, this study explores the experiences of 10 Black motherscholars to investigate how systemic issues such as lack of institutional support, racial and gender discrimination, and limited resources exacerbate their challenges and impact their success. Additionally, the research emphasizes the salience of community-building among Black motherscholars as a vital strategy for survival, empowerment, progression, and triumph. These women create spaces of mutual support and solidarity, fostering a sense of belonging, and resistance against systemic oppression.
The findings bolster the resilience of Black motherscholars and critical need for academic institutions to foster more inclusive, supportive environments that recognize the intersecting identities of Black women. The study calls for a broader conversation about the future of higher education, and advocacy that centers the voices and experiences of those often marginalized and overlooked.
Included in
Africana Studies Commons, Bilingual, Multilingual, and Multicultural Education Commons, Critical and Cultural Studies Commons, Family, Life Course, and Society Commons, Gender and Sexuality Commons, Gender Equity in Education Commons, Gender, Race, Sexuality, and Ethnicity in Communication Commons, Higher Education Administration Commons, Interpersonal and Small Group Communication Commons, Organizational Communication Commons, Quantitative, Qualitative, Comparative, and Historical Methodologies Commons, Race and Ethnicity Commons
