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Abstract

The purpose of this study was to illuminate how and to what extent Black women’s developmental processes have influenced their success within their respective U.S. college environments. Crenshaw’s three dimensions of intersectionality guided our analysis. We synthesized 38 peer-reviewed articles and interpreted five themes: (a) navigating the educational matrix, (b) sense of belonging, (c) perceptions of (lack of) institutional support, (d) living and learning at the margins while combating stereotypes, and (e) need for counterspaces and counternarratives. Implications of our findings include expanding definitions of student success, intersectionality and identity development, and equity-driven institutional practices.

Keywords

Black college women development success intersectionality literature synthesis

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References

References marked with an asterisk denote articles included in the literature synthesis.

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Understanding Influences of Development on Black Women’s Success in U.S. Colleges: A Synthesis of Literature

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