理解发展对美国大学黑人女性成功的影响：文献综述

IF 8.3 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Review of Educational Research Pub Date : 2021-06-28 DOI:10.3102/00346543211027929

C. Porter, J. Byrd

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引用次数: 16

摘要

这项研究的目的是阐明黑人女性的发展过程如何以及在多大程度上影响了她们在各自的美国大学环境中的成功。克伦肖交叉性的三个维度指导了我们的分析。我们综合了38篇同行评审的文章，并解释了五个主题：（a）驾驭教育矩阵，（b）归属感，（c）对（缺乏）机构支持的看法，（d）在与刻板印象作斗争的同时，在边缘地带生活和学习，以及（e）反空间和反叙事的必要性。我们的研究结果包括扩大对学生成功、交叉性和身份发展以及公平驱动的制度实践的定义。

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Understanding Influences of Development on Black Women’s Success in U.S. Colleges: A Synthesis of Literature

The purpose of this study was to illuminate how and to what extent Black women’s developmental processes have influenced their success within their respective U.S. college environments. Crenshaw’s three dimensions of intersectionality guided our analysis. We synthesized 38 peer-reviewed articles and interpreted five themes: (a) navigating the educational matrix, (b) sense of belonging, (c) perceptions of (lack of) institutional support, (d) living and learning at the margins while combating stereotypes, and (e) need for counterspaces and counternarratives. Implications of our findings include expanding definitions of student success, intersectionality and identity development, and equity-driven institutional practices.

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来源期刊

Review of Educational Research EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

24.10

自引率

2.70%

发文量

期刊介绍： The Review of Educational Research (RER), a quarterly publication initiated in 1931 with approximately 640 pages per volume year, is dedicated to presenting critical, integrative reviews of research literature relevant to education. These reviews encompass conceptualizations, interpretations, and syntheses of scholarly work across fields broadly pertinent to education and educational research. Welcoming submissions from any discipline, RER encourages research reviews in psychology, sociology, history, philosophy, political science, economics, computer science, statistics, anthropology, and biology, provided the review addresses educational issues. While original empirical research is not published independently, RER incorporates it within broader integrative reviews. The journal may occasionally feature solicited, rigorously refereed analytic reviews of special topics, especially from disciplines underrepresented in educational research.