Methods of Educational Resistance Imposed by Black Caribbean Women Graduate Students at a SUNY PWI

• In Event: Fostering and promoting gender equality in higher education

Proposal

Purpose of Inquiry:
The purpose of this empirical study is to extend the knowledge beyond race to specifically understand how intersecting identities of ethnicity, gender, international status, and nationality shape Black Caribbean international women graduate collegiate experiences at one of the predominately white institutions (PWI) within the State University of New York System (SUNY). These stories will illuminate the ways in which these women resisted and negated the educational and structural forms of anti-Blackness and oppression present within their higher education institution. This study will prompt a call to action for scholars at CIES and other higher education institutions to institutionalize resources on campus to address the challenges faced by Black Caribbean women in order to promote a more inclusive campus climate.

Supporting Literature:
Understanding the challenges experienced by this student group is essential to ensure that isolation, alienation, and lowered sense of belonging does not continue to occur (Mwangi, 2016). In addition to not feeling valued, research studies focused on this student population have noted instances of racism, which often have hindered the educational experiences of Black Caribbean students (Desmore et al., 2016). Research on Black students generally at predominately white institutions showcases the hostile racial climate that these students often face (Bradley & Sanders, 2003; Harper & Hurtado, 2007).

However, Black Caribbean international women are further marginalized and silenced due to higher education institutional leaders failing to understand that even if Black women across the diaspora are successful, it does not take away from the difficulties they face on white campuses (Griffin, Mwangi, & Patterson, 2017). Many scholars have posited the experiences of Black American women enrolled in academic programs at U.S. universities experiencing isolation (Donovan & Guillory, 2017; Winkle-Wagner, 2017), identity formation and socialization challenges (Porter et al., 2020; Porter, 2017), psychological struggles trying to cope with sexism, racism and microaggressions (Apugo, 2017; Donovan & Guillory, 2017), and a lack institutional support (Patton & Croom, 2017; Porter & Byrd, 2021). Even though these scholars have outlined these experiences of Black American women, it’s important that Black women across the diaspora are not seen as a monolith (Howard-Hamilton, 2003; Porter et al., 2020). My research study will push to explore the intricacies of Black Caribbean international women’s identities and experiences.

Theoretical Framework:
The theoretical framework utilized will be Black Feminist Thought (BFT) as it emphasizes Black women’s experiences (Collins, 1986, 2000) and supports the importance of examining how Black women articulate their identity (Porter, 2017). Collins (2000) also describes the overall goal of BFT being the resistance and activism against the oppression of Black women. However, at the forefront of this theoretical framing in considering Black women’s experiences by legitimizing their ways of knowing and knowledge (Collins, 2000). I will focus on how these Black Caribbean women in this study are catalyst for educational change.

Methods:
I will utilize narrative inquiry as my study design to deeply explore the experiences of Afro-Caribbean international women enrolled in graduate studies. I will recruit participants in several ways. According to the Migration Policy Institute (MPI) tabulation of data from the U.S. Census Bureau 2017 American Community Survey (ACS), the largest number of Caribbeans are living in New York. As such I will target SUNY universities in New York. Recruitment letters were sent to student organizations and cultural centers at SUNY universities via email. Data for the study was collected using the following methods. First, I will distribute an electronic questionnaire to collect basic demographic information such as race/ethnicity, gender, sexual orientation, etc. If students meet the criteria, they will be invited to participate in two semi-structured interviews for 60 minutes each to allow for building rapport and comfortability in discussing difficult topics. The interviews will be designed to elicit thick, rich accounts of how participants navigate and experience their college environment, explore their experiences with antiblackness and identify ways they negated those negative experiences. The audio files for the interviews were professionally transcribed by Rev.com. Once the transcripts were ready for analysis, I utilized NVIVO following narrative analysis techniques recommended by Lieblich et al.’s (1998) categorical content approach. Throughout the initial reads of the transcripts, I began the process of indexing the data in order to begin developing concepts in a thematic way (Deterding & Waters, 2021).

Findings:
Preliminary findings offer insights into a) the methods used by these Black Caribbean women to negate the oppressive educational experienced; b) and their overall college-going experiences at their institution; and c) recommendations for higher education institutions to implement and resources that will humanize the experience of Black Caribbean women at institutions across the US. In regards to resistance, a Black Caribbean participant (Cami from Haiti) shared the following: “And then having to learn how to even fight that battle in the academic setting where it's like, all right, I can't just be like you're wrong or this is unfair. I have to literally put this in a framework to be like, let me show you what I'm coming from and use your theories and use the way you speak and understand in order for me to be like, "Hey, we are missing the mark here." That's my word, it's exhausting”. This student is sharing how she is exhausted from how often she has to use other methods to get her needs met at her university. Using theoretical language that is not comfortable for her so her department can understand why her needs are just as important as any other students. The findings will be expanded upon in the research paper to outline three specific insights. These Black Caribbean women are, in their own ways, individually resisting the oppressive ways of these educational institutions. Students across the world may benefit from hearing the experiences of Black Caribbean women and their methods of refusal.

Author

• Allante Moon, Pennsylavania State University