Term of Award

Fall 2023

Degree Name

Doctor of Education in Curriculum Studies (Ed.D.)

Document Type and Release Option

Dissertation (open access)

Copyright Statement / License for Reuse

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.

Department

Department of Curriculum, Foundations, and Reading

Committee Chair

Sabrina Ross

Committee Member 1

Ming Fang He

Committee Member 2

Delores Liston

Committee Member 3

Fayth Parks

Abstract

This study examined the experiences of Black women in historically white learning spaces and our needs in reimaged learning spaces developed for us. The conceptual framework for this study was Black Feminist Thought, critical geography, and Afrofuturism. Using sister circle methodology, participants discussed the simultaneous racialized and gendered experiences that Black women navigate in learning spaces and how technology and Afrofuturism could be beneficial in creating spaces for Black women. Despite our achievements in academic spaces, Black women experience microaggressive environments that have traumatic impacts on our psychological health and our overall experiences in learning environments. Our successes are acts of resistance that are often overlooked and ignored. Three findings were identified in this study: 1. Black women’s experiences in learning spaces continue to be defined by controlling images. 2. Community support is critical in helping Black women navigate the challenges of predominantly white learning spaces. 3. Technology through virtual sister circles are spaces for Black women with our needs in mind and not limited by geography. Learning spaces designed for Black women afford the space to tell our own stories from racialized and gendered experiences. Essentially, Black women need support from allies to aid in making learning spaces more inclusive and safer of our learning needs.

OCLC Number

1419685789

Research Data and Supplementary Material

No

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