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dc.contributor.advisorSlaten, Christophereng
dc.contributor.authorRhames, Alexis Shannoneng
dc.date.embargountil8/1/2024
dc.date.issued2023eng
dc.date.submitted2023 Summereng
dc.description.abstract[EMBARGOED UNTIL 8/1/2024] The purpose of this study was to explore how Black females describe their school-based racial discrimination experiences and the navigational strategies used to cope with these experiences. Given its retrospective nature, the study emphasizes Black females' navigational strategies over time. The study was guided by the following research questions: (1) How do Black females describe their school-based racial discrimination experiences while attending a predominantly white high school and while attending a predominantly white postsecondary institution? (2) How do Black females describe the impact of school-based racial discrimination on their academic achievement and mental health? (3) What strategies do Black females use to navigate school-based racial discrimination experiences? (3a) How do Black females describe the influence of racial socialization messages on their navigational strategies? The study utilized Phenomenological Variant of Ecological Systems Theory (PVEST; Spencer, 1997) and Black Feminist Thought (Collins, 2000) as frameworks to explore how Black women describe their discrimination experiences and coping strategies while attending predominantly white academic institutions. A sample of 15 Black females between the ages of 18 - 23 were recruited through purposeful sampling methods, and data was collected through individual interviews. Using thematic analysis, findings of this study uncovered three themes that contribute to an understanding of how Black females perceive their school-based racial discrimination experiences, the navigational strategies they employ, and the impact of racial socialization on their navigational strategies. The three core themes provided a multidimensional narrative of how the strategies that Black females use to cope with experiences of racial discrimination shift over time. Limitations, future directions, and clinical and educational implications are also discussed.eng
dc.description.bibrefIncludes bibliographical references.eng
dc.format.extentix, 119 pages : illustrations (color)eng
dc.identifier.urihttps://hdl.handle.net/10355/97069
dc.identifier.urihttps://doi.org/10.32469/10355/97069eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.titleA qualitative exploration of the discrimination experiences, navigational strategies, and identity development of Black females attending predominantly white institutionseng
dc.typeThesiseng
thesis.degree.disciplineEd, School and Counseling Psychology (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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