A CRITICAL FEMINIST METHODOLOGY OF UNDERGRADUATE BLACK WOMXN AT HWIs & HOW THEY DEFINED, CREATED, AND SUSTAINED COMMUNITY AND SUPPORT DURING BLM, COVID-19, AND VIRTUAL LEARNING

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dc.contributor.advisorKelly, Dr. Bridget Turneren_US
dc.contributor.authorGreene, Patriceen_US
dc.contributor.departmentCounseling and Personnel Servicesen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2023-10-06T05:50:30Z
dc.date.available2023-10-06T05:50:30Z
dc.date.issued2023en_US
dc.description.abstractThe simultaneous impact of COVID-19, BLM racial uprisings, and virtual learning caused a societal shift as a global pandemic, global protests, and widespread campus closures placed the world in unprecedented times. Though these societal events had a profound global impact, how undergraduate Black womxn experienced and navigated these times is understudied throughout literature. This study explored how undergraduate Black womxn at historically white institutions (HWIs) defined, created and sustained community and support during the societal context of Black Lives Matter (BLM), COVID-19, and virtual learning. Utilizing Black Feminist Thought and critical feminist methodology, eight collaborators shared their experiences through individual interviews, artifact reviews, and a focus group. The study focused on two guiding questions: 1.) How are undergraduate Black womxn at historically white institutions defining community and support in the context of COVID-19, BLM, and virtual learning? And 2.) How have undergraduate Black womxn at historically white institutions supported and built community with one another during COVID-19, BLM, and virtual learning? The findings revealed these emergent themes: (1) Defining and (Re)Defining Community and Support, (2): Navigating COVID-19, BLM, and Virtual Learning: Emotional Processing, (3): Seeking and/or Continuing Inclusive Curricular Co-Curricular Experiences, (4) BLM & The Pandemic: An Opportunity for Understanding Within and Across the Diaspora, and (5): The Role of Social Media and Technology in Creating and Sustaining Community and Support. The findings illuminate how Black womxn undergraduate students ascribe meaning to community and support and how they traversed the emotional impact of the societal shift.en_US
dc.identifierhttps://doi.org/10.13016/dspace/e6a2-iaok
dc.identifier.urihttp://hdl.handle.net/1903/30794
dc.language.isoenen_US
dc.subject.pqcontrolledHigher educationen_US
dc.subject.pquncontrolledBlack lives matteren_US
dc.subject.pquncontrolledCOVID-19en_US
dc.subject.pquncontrolledcritical feminist methodologyen_US
dc.subject.pquncontrolledHWIen_US
dc.subject.pquncontrolledundergraduate Black womxnen_US
dc.subject.pquncontrolledvirtual learningen_US
dc.titleA CRITICAL FEMINIST METHODOLOGY OF UNDERGRADUATE BLACK WOMXN AT HWIs & HOW THEY DEFINED, CREATED, AND SUSTAINED COMMUNITY AND SUPPORT DURING BLM, COVID-19, AND VIRTUAL LEARNINGen_US
dc.typeDissertationen_US

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