RESISTANCE AND RESILIENCE IN AFRICAN AMERICAN AND LATINX WOMEN COLLEGE STUDENTS IN THE CONTEXT OF ETHNO-GENDERED RACISM

Abstract

This study explores how high-achieving African American and Latinx female college students in an historically white institution (HWI) experience and respond to ethno-gendered bias based on the perspectives of resilience and intersectionality. Six 90-minutes focus group were conducted with 21 college women of color (CWOC), including 10 African American and 11 Latina emerging adults aged 18 to 23. A modified grounded theory approach was employed for the data analysis. The transitions of CWOC as emerging adults taking on greater responsibilities and independence were made more complex by ethno-gendered encounters. A grounded model of resistance expanded the ecological framework of resilience to accommodate intersectional experiences with race and gender bias. The model highlights CWOC resistance as an important psychosocial mechanism facilitating their adjustment in a predominantly White institution. CWOC employed a strong psychological mechanism of resistance to prevent the internalization of the negative stereotypical narratives. Maternal ethno-gendered racial socialization appeared to be a crucial resilience resource helping them to cope and promoting the growth of self-system characterized by independence, self-efficacy and self-respect, high self-esteem, determination and hard work. This transformative and constructive psychological mechanism of resistance was linked to their successful adjustment and achievement in college. The findings have developmental and practical implications for historically minoritized women college students’ resilience and adjustment.

Disclosure Statement

No potential conflict of interest was reported by the authors.

Data Availability Statement

Data from the College Women of Color study has been deidentified. Survey data from the larger study along with a codebook can be made available from the first author with a statement of possible use barring analyses that conflict with planned or executed analyses on the project. New authors must acknowledge the sources and describe the project to be undertaken as part of a review for permission. First author can be contacted for this information, prior to moving these data to an archive. No federal funds were used to collect these data. Internal research dollars from the College of Social Science and the Office for Institutional Diversity and Inclusion available at Michigan State University made this study possible.

Additional information

Funding

This funding source for this work was supported by internal funds from the College of Social Science and Office for Institutional Diversity and Inclusion, Michigan State University;