Crystal Renee Chambers – författare

This volume is designed to illuminate the educational experiences of Black women, from the time they earn their high school diplomas through graduate study, with a particular focus on their doctoral studies, by exploring the commonalities and the uniqueness of their individual paths and challenges. The chapters of this volume newly identify key factors and experiences that shape Black women’s engagement or disengagement with higher education.The original research presented here – using an array of theoretical lenses, as well as qualitative and quantitative methods – not only deepens our understanding of the experiences of African American women in the academy, but also seeks to strengthen the academic pipeline, not only for the benefit of those who may have felt disenfranchised in the past, but for all students.The contributors eschew the deficit-focused approach – that implies a lack of social and cultural capital based on prior educational experiences – adopted by many studies of non-dominant groups in education, and instead focus on the strengths and experiences of their subjects. Among their findings is the identification of the social capital that Black women are given and actively acquire in their pre-collegiate years that enable them to gain greater returns on their educational investments than their male peers. The book further describes the assistance and the interference African American women receive from their peers during their transition to college, and how peer interactions shape their early college experiences, and influence subsequent persistence decisions.Whether studying how Black women in the social and natural sciences navigate through this often rocky terrain, or uncovering the extent to which African American women doctoral students access postsecondary education through community colleges, and their special needs for more mentoring and advising support, this book provides researchers and graduate students with rich information on how to successfully engage and succeed in the doctoral process.It also demonstrates to women faculty and administrators how they can become better navigators, guides, and advocates for the African American women who come after them.

This volume is designed to illuminate the educational experiences of Black women, from the time they earn their high school diplomas through graduate study, with a particular focus on their doctoral studies, by exploring the commonalities and the uniqueness of their individual paths and challenges. The chapters of this volume newly identify key factors and experiences that shape Black women’s engagement or disengagement with higher education.The original research presented here – using an array of theoretical lenses, as well as qualitative and quantitative methods – not only deepens our understanding of the experiences of African American women in the academy, but also seeks to strengthen the academic pipeline, not only for the benefit of those who may have felt disenfranchised in the past, but for all students.The contributors eschew the deficit-focused approach – that implies a lack of social and cultural capital based on prior educational experiences – adopted by many studies of non-dominant groups in education, and instead focus on the strengths and experiences of their subjects. Among their findings is the identification of the social capital that Black women are given and actively acquire in their pre-collegiate years that enable them to gain greater returns on their educational investments than their male peers. The book further describes the assistance and the interference African American women receive from their peers during their transition to college, and how peer interactions shape their early college experiences, and influence subsequent persistence decisions.Whether studying how Black women in the social and natural sciences navigate through this often rocky terrain, or uncovering the extent to which African American women doctoral students access postsecondary education through community colleges, and their special needs for more mentoring and advising support, this book provides researchers and graduate students with rich information on how to successfully engage and succeed in the doctoral process.It also demonstrates to women faculty and administrators how they can become better navigators, guides, and advocates for the African American women who come after them.

This book fills important gaps in understanding the experiences and outcomes of college and the professional lives of successful Black women and the role of institutional context.

Drawing on a longitudinal study of 10 Black women who entered an elite university in 1995 and graduated in 1999, it draws upon interviews from both their senior year in college and 20 years following, to explore the role of institutional context on college outcomes. Supported by data from campus administrators and publicly available data, it foregrounds new and important implications for understanding Black women’s college experiences and outcomes, the role of institutional context, Black social mobility, and Black middle-class experiences. The book delves into the personal and professional trajectories of these women, highlighting how their experiences at the university shaped their career paths and social mobility. It examines the support systems, challenges, and opportunities they encountered, providing a nuanced understanding of how institutional contexts can influence educational and professional outcomes. By integrating perspectives from campus administrators and leveraging publicly available data, the book offers a comprehensive view of the factors that contribute to the success of Black women in higher education and beyond.

As such, it will be of interest to higher education, sociology, Africana studies, and women and gender studies scholars. The insights presented in this book are crucial for educators, policymakers, and researchers who aim to foster inclusive and supportive environments for Black women in academic and professional settings.

This book fills important gaps in understanding the experiences and outcomes of college and the professional lives of successful Black women and the role of institutional context.

Drawing on a longitudinal study of 10 Black women who entered an elite university in 1995 and graduated in 1999, it draws upon interviews from both their senior year in college and 20 years following, to explore the role of institutional context on college outcomes. Supported by data from campus administrators and publicly available data, it foregrounds new and important implications for understanding Black women’s college experiences and outcomes, the role of institutional context, Black social mobility, and Black middle-class experiences. The book delves into the personal and professional trajectories of these women, highlighting how their experiences at the university shaped their career paths and social mobility. It examines the support systems, challenges, and opportunities they encountered, providing a nuanced understanding of how institutional contexts can influence educational and professional outcomes. By integrating perspectives from campus administrators and leveraging publicly available data, the book offers a comprehensive view of the factors that contribute to the success of Black women in higher education and beyond.

As such, it will be of interest to higher education, sociology, Africana studies, and women and gender studies scholars. The insights presented in this book are crucial for educators, policymakers, and researchers who aim to foster inclusive and supportive environments for Black women in academic and professional settings.

The latest volume in the Core Concepts in Higher Education series explores the complexity of law in higher education and both the limits and opportunities of how law can promote inclusivity and access on campus. Through a historical and legal framework, this volume discusses undergraduate students'' histories of inclusion and struggles for social justice in higher education by race, sex, social class, dis/ability, and sexual orientation. Bridging research, theory, and practice, Law and Social Justice in Higher Education encourages future and current higher education and student affairs practitioners to consider how they can collaborate to further a just society.

Special features:

The latest volume in the Core Concepts in Higher Education series explores the complexity of law in higher education and both the limits and opportunities of how law can promote inclusivity and access on campus. Through a historical and legal framework, this volume discusses undergraduate students'' histories of inclusion and struggles for social justice in higher education by race, sex, social class, dis/ability, and sexual orientation. Bridging research, theory, and practice, Law and Social Justice in Higher Education encourages future and current higher education and student affairs practitioners to consider how they can collaborate to further a just society.

Special features: