Doing Just Fine: Black Women in College and the Model Minority Myth

• In Event: 49.059 - Upsetting the Myths of Blackness: (Re)claiming When and Where We Enter Womanhood

Abstract

Black women, compared to Black men and other racial groups, have shown considerable growth in both access to higher education and degree completion over the past 20 years. Given their successes, and the previous struggles across the African American community in terms of postsecondary attainment, much can be learned from this population to inform policy and practice. This manuscript summarizes and critiques the literature concerning the status of Black women in postsecondary education across various educational contexts. Aligned with the purpose of this symposium, I highlight the trends as well as gaps in the literature concerning this population, arguing for the continuation of more empirical research to explore the unique and nuanced experiences of Black women.Analytical Framework:
Kaba (2008) asked “Are Black American women the new model minority?” (p. 309). Similar to the perception of Asian Americans, many feel that Black women have been able to successfully overcome persistent and systemic barriers to education, gradually making them a “model minority.” More can be learned from such a population. Following methods outlined by Harper (2012), this paper identifies, categories, and summarizes articles exploring the postsecondary experiences and outcomes of Black undergraduate and graduate students.Methods:
Data Sources: This paper is a systematic analysis of articles published in seven peer-reviewed academic journals that publish empirical research on issues critical to postsecondary education, including college choice, the experiences of college students, higher education finance, policy, and student affairs practice. Articles during the years 2002-2012, a ten-year span, were reviewed. After quantifying the total number of articles published in each volume, I will identify the articles specific to the topic of African American or Black women. This will include articles that compare this population to other groups, or specifically focus on Black women. Creating a database for these articles, I will then categorize these articles by context: undergraduates, graduates, predominantly White institutions (PWIs), and Historically Black Colleges and Universities (HBCUs). This will result in a 4X4 table allowing for a summary of the findings across these four areas. The data analysis will involve textual and categorical analysis, following the steps outlined by Miles and Huberman (2010).
Significance:Significance:
Over the past decade, an explosion of attention has focused on the postsecondary opportunities and experiences of Black and Latino males. Harper (2012) noted that since 2001, over 62 publications as well as countless conference presentations have focused on Black undergraduate men. There are special programs and symposiums focused on this population on college campuses across the nation. This focus, while warranted, seemingly has left the experiences of Black women invisible. An initial review of the scant literature on the topic reveals that race, ethnicity, and gender complicate and disrupt progression across the educational pipeline. Many of the barriers to achievement outlined by scholars focused on men of color often are a part of the Black women’s experiences, and yet, they are successful. How can we learn?

Author

• Jennifer Michelle Johnson, Temple University