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首页> 外文学位 >Negotiating cultural identities and organizational terrains: African-American females at Predominantly White Institutions and Historically Black Colleges and Universities.
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Negotiating cultural identities and organizational terrains: African-American females at Predominantly White Institutions and Historically Black Colleges and Universities.

机译：谈判文化特征和组织领域：主要是白人机构和历史上黑人学院和大学的非洲裔美国女性。

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摘要

This research examines the complexities of identity negotiation for African-American female students at both Historically Black Colleges and Universities (HBCUs) and Predominantly White Institutions (PWIs). It analyzes the intersections of gender, and race/ethnicity (among other salient attributes of social identity) as these women define, negotiate, and communicate their identities in both organizational settings. More specifically, it examines how these students navigate the different organizational settings of both HBCUs and PWIs while simultaneously negotiating self-defined aspects of their identities with notions projected onto them in these environments. In-depth interviews with co-researchers who have experience with both types of universities reveal that negotiating stereotypes of black women and their limited visibility in the curriculum can be difficult to manage, particularly at PWIs. Although the co-researchers report feeling invisible, they interestingly also feel hyper visible when interacting with professors and peers as they often feel placed into the role of the "educator" of African-American culture. Establishing boundaries and bringing in limited aspects of social identities often helps the co-researchers mitigate negative experiences they encounter and the tension they feel between their invisibility and hyper visibility.;The co-researchers enjoy more of a racial and ethnic cultural fit at HBCUs, which makes identity negotiation easier for them. Gender causes much more of a concern for them in these environments. The co-researchers often engage in uncomfortable interactions with their peers and faculty members and feel the brunt of gender discriminatory attitudes and practices. Although many of the co-researchers have experienced gender-related discrimination, they still regard the HBCU as a positive environment for African-American women due to the supportive interactions with other African-American female peers and faculty members, which are not largely present in other academic environments. These results demonstrate how identity negotiation differs in different organizational contexts as people construct their social identities in manners that help them adjust to their educational settings. Having experiences at both PWIs and HBCUs helps African-American women learn to negotiate multiple organizations which prepares them for their professional goals while providing opportunities for personal growth and identity development.
机译：这项研究探讨了历史悠久的黑人大学和大学（HBCU）和主要是白人机构（PWI）的非洲裔美国女学生身份协商的复杂性。当这些女性在两种组织环境中定义，谈判和传达自己的身份时，它分析了性别，种族/民族（以及社会身份的其他显着属性）的交集。更具体地说，它研究了这些学生如何在HBCU和PWI的不同组织设置中进行导航，同时在这些环境中通过将自己的身份定义的概念与他们进行谈判。对在这两种类型的大学都有经验的共同研究者进行的深入采访显示，就黑人妇女的刻板印象进行谈判以及她们在课程中的知名度有限，这可能很难管理，尤其是在私立学校。尽管共同研究人员报告说自己感觉不到隐形，但有趣的是，当与教授和同行互动时，他们也常常感觉到超高可见度，因为他们经常被置于非洲裔美国文化“教育者”的角色中。建立界限并引入社会身份的有限方面通常可以帮助共同研究者减轻他们遇到的负面体验以及他们在隐形和超可见性之间所感受到的紧张感。；共同研究者在HBCU享有更多的种族和民族文化适应性，这使他们更容易进行身份协商。在这些环境中，性别使他们更加担心。共同研究者经常与同伴和教职员工进行不愉快的互动，并在性别歧视的态度和习俗中首当其冲。尽管许多共同研究人员都经历了与性别相关的歧视，但由于与其他非裔美国女性同伴和教职员工的支持性互动，他们仍然将HBCU视为非裔美国女性的积极环境，但在美国其他学术环境。这些结果表明，身份协商在不同的组织环境中会有所不同，因为人们以帮助他们适应其教育环境的方式来构建自己的社会身份。在PWI和HBCU上都有经验可以帮助非洲裔美国妇女学习与多个组织进行谈判，这为她们实现职业目标做好了准备，同时为个人成长和身份发展提供了机会。

著录项

  • 作者

    Glenn, Cerise L.;

  • 作者单位

    Howard University.;

  • 授予单位 Howard University.;
  • 学科 Black Studies.;Womens Studies.;Speech Communication.;Education Sociology of.
  • 学位 Ph.D.
  • 年度 2008
  • 页码 128 p.
  • 总页数 128
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 人类学;语言学;社会学;社会学;
  • 关键词

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