Counternarratives Versus Traditional Mental Health Narratives: African American Women's Lived Experiences With a Dis/ability

• In Event: 14.036 - Decolonizing Dis/ability Categories of Mental Health at Their Intersections: A Collaborative Interdisciplinary Approach

Abstract

This qualitative interdisciplinary review of the literature uses conceptual framework from Critical Race Theory and DS to inform the narratives of Black women with dis/abilities in studies about this group’s lived and educational experiences in postsecondary education. The leading question of the review is, what does education and counseling research literature have to say about the mental health of Black women's education and lived experiences at the intersection of her race, gender, and disability? The review of the literature includes a holistic approach (i.e., body, soul, and spirit) to understanding counter narratives of Black women with dis/abilities experiences at intersecting oppressions of race and gender, (Crenshaw, 1991). More interdisciplinary research studies conducted with instead of on Black women who are marginalized, segregated, and demoralized in their interactions with others (e.g., teachers, counselors, peers), throughout their educational experiences (Dace, 1994), and at the intersection of race and gender, (Crenshaw, 1995; Pratt-Clarke, 2010), as well as ability (Connor & Ferri, 2010; Petersen, 2006; 2009a; 2009b; 2012) is needed. Central to changing existing literature towards inclusive literature of Black women with dis/abilities as expert’ concerned with their holistic well-being, educational literature must be about the development of research practices that transcend the current paradigms that often pathologize (Dillard, 2006) and disfigure (Morton, 1991) this group’s identity.
Accordingly, in both education and counselor/counseling research studies, the focus is on Black women with dis/abilities subjective mental health and learning disability categories. This literature review focuses on the women’s narratives within the studies that countered traditional literature concerning their experiences. Counseling researchers suggest, knowledge incurred in identity development works to mediate ways Black women with mental health disabilities positions her identity within her lived and educational experiences (Frame, Williams, & Green, 1999; Holcomb-McCoy, & Moore-thomas, 2001; Nabor & Pette, 2003), which can inform education research. Consequently, in the literature review educational researchers conducted rigorous studies with instead of on African-Americans females with disabilities and intentionally privileged their voices (Ferri & Connor, 2010; Petersen, 2006, 2009a, 2009b), however, did not address any spiritual and or religious practices observed by their participants, families, and or community. For example, although a couple of participants’ with multiple dis/abilities in both Petersen’s (2006, 2009) and Connor and Ferri’s (2010) studies narratives mentioned some form of spirituality, it was not explored by the researcher. Implications for future research studies with African American women should include probing spirituality identity. Eiesland, (1994), suggest coming to terms with people with dis/abilities “dignity and self-understanding” of their own emancipation proclamation, which included liberation from social, mental, physical, and spiritual barriers. Such liberation is viewed within a holistic approach that is found within Afro-centered counseling literature. African centered counseling literature suggests Black women with mental illnesses need restoration of Spirit and communal healing (Frame, Williams, & Green, 1999) and, in relationship with educational literature can together find resources and support programs that can assist Black women in their pursuit of a post-secondary degree.

Author

• Mercedes Adell Cannon, Indiana University - Indianapolis