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dc.contributor.advisorMcCarther, Shirley Marie
dc.contributor.authorBranch, Breann Lajune
dc.date.issued2020
dc.date.submitted2020 Spring
dc.descriptionTitle from PDF of title page viewed June 8, 2020
dc.descriptionDissertation advisor: Shirley Marie McCarther
dc.descriptionIncludes bibliographical references (pages 298-334)
dc.descriptionThesis (Ph.D.)--School of Education and Social Science Consortium. University of Missouri--Kansas City, 2020
dc.description.abstractHistorical 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.
dc.description.tableofcontentsIntroduction -- Relevant theories -- Literature review -- Methodology -- Findings -- Implications and recommendations -- Appendix A. Definition of terms -- Appendix B. Consent to participate in research -- Appendix C. Request for participation -- Appendix D. Sense of Self Mixed questionnaire -- Appendix E. Interview protocol
dc.format.extentxiv, 335 pages
dc.identifier.urihttps://hdl.handle.net/10355/73984
dc.subject.lcshAfrican American women in higher education -- Attitudes
dc.subject.lcshGeneration Y -- Women -- Attitudes
dc.subject.lcshSelf-perception
dc.subject.otherDissertation -- University of Missouri--Kansas City -- Education
dc.titleAfrican American female millennials' sense of self in higher education support roles
thesis.degree.disciplineEducational Leadership, Policy and Foundations (UMKC)
thesis.degree.disciplineSocial Science Consortium (UMKC)
thesis.degree.grantorUniversity of Missouri--Kansas City
thesis.degree.levelDoctoral
thesis.degree.namePh.D. (Doctor of Philosophy)


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