African American female millennials' sense of self in higher education support roles

Abstract

Historical and cultural images may influence younger African American women’s sense of self in higher education (HE) support roles. However, Black women’s spirits of survival and resiliency have passed from generation to generation. This study utilized heuristic, grounded theory to generate theory regarding sense of self for African American female millennials within HE support roles. The study extended current research on younger Black women and their self-concept by examining multiple data, including an online mixed questionnaire, in-depth interviews, and a job-profile document review. With the social media hashtags #BlackGirlMagic #MelaninPoppin, and evolved images in the media of Black womanhood, such as, awkward Black girl, Black women in science, technology, engineering, and mathematics (STEM), among other areas—they are telling their own stories. The core categories of Black Titles Matter, Black Self Matters, Black Work Matters, and Black Support Matters generated the Same, but Different Identity Theory, inspired by the Black Lives Matter and #MeToo movements. These movements are examples of how Black women can lead a generation by ‘talking back’ (hooks, 1989, 2015) and liberating their voices. Implications of findings for transforming HE environments and cultures to support their growth and development include enhancing hiring practices/job postings, creating inclusive environments, millennial career advancement programs, affinity group/networking opportunities, mentorship programming, and supervisor cultural diversity training.