Sexism among first-generational, black females in the field of education and the effects that it has on these specifics.

Maya Johnson

UGS 303

15 October 2020

Annotated Bibliography

Burton, L., Cyr, D., & Weiner, J. (2020, April 17). "Unbroken, but Bent": Gendered Racism in School Leadership. Retrieved October 6, 2020, from https://www.frontiersin.org/articles/10.3389/feduc.2020.00052/full

This article goes to explore how first generation black women experience racism and sexism within their education practices. It also provides several detailed experiences from black females that happened to be first generation students, explaining their stories with racism and sexism in the midst of obtaining some degree of higher education. This article expresses the nature of comfort that black women are stripped of, with having race and gender being determining factors for how they should be treated in society and what they are seen to be.

This article is a primary example of instances where sexism and racism have occurred among the same encounters, and how exactly did these victims handle these situations. This piece can offer insight into this research paper to offer up a sense of relatability for a lot of black women that face these same issues, and a sense of credibility for having seemingly personal encounters with these issues within the paper. This article can help to enrich the overall depiction of the study as well as enlighten individuals on the issues that first generation black girls struggle with on a day-to-day basis when at an institution. Being first generation already puts a target on your head with administrators, but being black, and female on top of that just adds a lot more potential issues to the process of education for black females.

Callen, R. D. (2018). Black, Female, First-Generation College Students: Perceptions of Academic Persistence. Retrieved October 7, 2020, from https://scholarship.miami.edu/discovery/delivery?vid=01UOML_INST%3AResearchRepository

This article begins by explaining the tremendously high levels of retention rates and the plausibility of degree attainment among first-generation students. The author then characterizes what student goes so far to mean in terms of implications of race and gender among these people holding a first-generation status. Black women, that are first-generation students, are categorized in two (three, really) different groups that have been marginalized for centuries before: 1.) Black. 2.) Woman. 3.) First generation.

One can incorporate these characteristics of black women into the sexism placed against them in the education field. Achieving anything in the world as a woman is primarily one of the most conflicting things about being a woman, and being black makes the job a lot harder. Women are not seen as the equivalent of a male, especially one that is black, and a first generation student at that. Connecting sexism to the challenges that black women face when obtaining some form of education helps to tie together the different implications that follow this process.

Eddy, S., & Hogan, K. (2017, October 13). Getting Under the Hood: How and for Whom Does Increasing Course Structure Work? Retrieved October 10, 2020, from https://www.lifescied.org/doi/10.1187/cbe.14-03-0050

The following article highlights the achievement gap between first generation black female students to white female students and the levels of retention rates between each race. While the retention levels for black, first generation females are not nearly as high for that of black, first generation males, the difference between white and black individuals vary greatly. This article, too, shows the analytical data following the complexity of course structure to show the performance of black students to white students.

This article can be an effective stance taken in the matter of the education portion of white females to black females that are first generation. Through highlighting the results of the basic test, the information taken can be then shown to the levels of racism among white and black students as it is a plausible explanation that white students will have higher performance levels. In particular, sexism is excluded but the role of women in education is noted and appreciated. This will be used to highlight one of the main differences between white and black first generation females.

Harrington, A. C., Sr. (2011). An Examination of Black Male First-Generation Reports' of the Social Supports that have Buffering Effects on their School-Related Stress and Help Them Achieve Academic Success in College. Retrieved October 6, 2020, from https://www.proquest.com/docview/868328400

While this article does not directly focus on African American women in the field of education, it does target specific areas that the black woman community also faces. This includes stress related to academics because of their lack of support, and how exactly does a first generation, African American student go about gaining success through stressful situations. Support could mean family, economical, financial, and even emotional support, all for which actively plays a part onto a black, female, college student.

This article can be incorporated into my argument of the struggles of sexism that black women face in the education force because it entails the hardships that first generation, African American females constantly face when trying to complete an education. Stress plays a big factor in education, and stress has a lot of different components that ties into it. First generation students typically endure higher stress levels seeing that they are the first of their family to go through the education process, but adding black and female into that creates a lot of unwanted issues. More specifically, this article can target how far that African American, first generation, female students are encouraged in their educational career.

Hill, L. P. (2007). From Brown to the Journal of Negro Education With Six Degrees of Separation. Retrieved October 10, 2020, from https://www.jstor.org/stable/40034587?seq=1#metadata_info_tab_contents

This article focuses on the continued challenges that black women in the education force face on a daily basis. From sexism to racism, this article provides specific and personal insight to the life of a black woman working for a higher degree of education. It also offers a discussion of the pursuit of a higher education for black women and the role that institutionalized racism plays in the sexism of that situation.

This is the primary focus of this research paper as it highlights the target points for which can be made in regards to black women working towards a higher education. All of the potential acts of sexism and racism that may happen in a woman’s pursuit of an education are mentioned, and described. This is used to highlight the issues in being a first generation woman of color in education and the issues that are sure to come with it. This helps to evolve the factors of stress and encouragement into the process of education for black females.

Luedke, C. L. (2017, January 21). Person First, Student Second: Staff and Administrators of Color Supporting Students of Color Authentically in Higher Education. Retrieved October 10, 2020, from https://muse.jhu.edu/article/646661

While this article targets different races for the toll that being first generation has on education, it does provide a substantial amount in regards to black students, more specifically a generalization of black females, and their struggles pertaining to being a first generation student. This goes to show the study of the lack of support that indigenous people have in regards to education and to what effect it plays out when academic advisors are brought into question. Within this article explains the capital that black women brought with them to school and how often the students turned to their staff members [of this institution] for support of this capital. The staff, predominantly white, reflected their critique off of the students’ academic progress, rather than taking into account their economical backgrounds and how that fit into the life of that black student.

This is an important subject to bring about as it is the current nature of a lot of black students that happen to reside as first generation students. This highlights how little staff members are willing to help and support these students, as well as bring attention to the nature of the school. A predominantly white institution disregarding the financial hiatus of their students by virtue of their academic progress for the sake of keeping their institution viable. This negatively impacts the manner of support that black students may receive, especially in the sexist society for which we live.

Ricka, S. A. (2014). Falling Through the Cracks: Black Girls and Education. Retrieved October 7, 2020, from https://files.eric.ed.gov/fulltext/EJ1063223.pdf

This article discovers what the words of sexism, racism, achievement gap, and institutionalized racism for black girls mean in the world of first generation students. The author discusses how all of these factors play into the achievement of a black student, and the possible level of retention rates that may arise due to increased levels of sexism and racialism in institutions. The discussion focuses primarily on the effect that these terms could potentially have on a first generation black female with the lack of support and encouragement [she] received from her family, society, and even her staff members. This article exploits the fact that the needs of first generation students as black women are ultimately ignored and looked over for the purpose of sexist acts played against her by her institution.

This peer-reviewed article is important in the sense that it highlights and characterizes upon the issues of sexism and racism in the life of a black girl, one that resides as a first generation student pursuing a further education. The author makes mention of how a black females’ institution, including but not limited to her staff members and classmates, may overlook the needs for which she has in the event of more attention paid to white people. This shows the encouragement of the achievement gap that runs education in America and how exactly this negatively affects the college life of a black woman. This information can be used in this research paper to tie together and provide other information for different aspects of the sexism of black females in educational institutions.

Rose, K. W., & Stapleton, D. H. (1992). Toward a "universal heritage" : Education and the development of Rockefeller philanthropy, 1884-1913. Retrieved October 7, 2020, from https://digital.hagley.org/08068515_toward_universal

This article focuses primarily on acts of sexism at Spelman College. It goes to explain vial acts of philanthropy on the all girls school, categorizing these acts into several different regions for which race, gender, and philanthropic ideologies exist. This university, balanced on the keeping of not just generalized black females in the pursuit of sexism and racism, but more specifically on the first generation women of color for protection. It also dives into the creation of an education board in response to the lack of knowledge of sexism among this campus in an attempt to bring awareness to the issue, especially for first generation black women.

This idea following the study of sexism against first generation women of color to bring knowledge to educators is an important feature of this article to pay attention to. Here helps to bring a formal definition to what sexism against a specific race, that is African American, and find ways to prevent and handle such instances. This is important to this research paper as it highlights a foremost struggle that black, first generation students face globally and how not just educators, but students and mentors, can engage in this issue and find a way to put sexism in education to an end.

Smith, M. J. (2008). College Choice Process of First Generation Black Female Students: Encouraged to What End? Retrieved October 14, 2020, from https://www.researchgate.net/publication/234644564_College_Choice_Process_of_First_Generation_Black_Female_Students_Encouraged_to_What_End

Access to education has been an increasingly difficult task for people who fail to reside in, or above, the middle-class economic status. Because of this, people rendered as ‘poor’ or ‘ineligible’ for the criteria of a proper education have been seen to struggle with enrolling into public education systems and therefore have no encouragement to fulfill their educational passions. This primarily targets the black community as they are deemed as less than [white] society. Black youth that are in lower socioeconomic groups are often ill-equipped for college and are shown to have receiving a higher education as their number one goal in life. This article goes through the personal experiences of three black women in their experiences with their parents encouragement and support for them to get to the “next level” being first generation students.

This peer-reviewed article is the perfect imagery for why black women have a stigma of failure surrounding their image. A lot of financial instability and societal rankings cause a repetition of backlash in the education community by “higher” individuals. Black women are considered less than the standards that society uplifts for white people, more in specific to white women, because of their financial backgrounds and lack of encouragement. This article can be used to show the injustices that black, first generation, female students face because of their presumably low income household and the fact that they are the lesser gender and race. This article also shows the effect that having both a low socioeconomic status and environmental encouragement on black females.

Stephens, N. M., & Hamedani, M. G. (2014, February 19). Closing the Social-Class Achievement Gap: A Difference-Education Intervention Improves First-Generation Students’ Academic Performance and All Students’ College Transition. Retrieved October 11, 2020, from https://journals.sagepub.com/doi/full/10.1177/0956797613518349

This article goes into the controversial debate of the achievement gap between black and white people, offering a sense of analytics to back up the presented argument. The author illustrates an idea of marginalized people through discussing the details of the achievement gap, mentioning that household income and grades play a major factor in what society has made into the achievement gap. She then discusses what exactly this achievement gap is in terms of different backgrounds from the seniors of an institution to the incoming freshmen of that institution to see just how much their lives differed. This then led into the division of what race these individuals were and what exactly was the residual income of their households to perform a basis that white people are typically more likely to achieve in higher education than that of a black individual.

This can be used to map out the achievement gap factors that will be present through this research paper and help to carve a deeper understanding for what that achievement gap is. This helps to create a sense of what black and white is in terms of education, eventually leading up to the creation of this distinct racism in terms of sexualism. Seeing that the article was generalized over the basis of both men and women, there were some hints present that allowed readers to catch a glimpse into the sexism that education offers and the high rates of racism that are present.