Date

5-20-2026

Department

School of Education

Degree

Doctor of Philosophy in Higher Education Administration (PhD)

Chair

Janet Vosen

Keywords

Phenomena, young, Black, female, college experience

Disciplines

Educational Leadership

Abstract

This phenomenological study focused on the lived college experiences of Black female students aged 20-39 in the New York Metropolitan area, drawing on Vygotsky’s sociocultural theory to examine how cultural context, social interaction, and community expectations shaped their academic engagement and development. Using in-depth interviews, focus groups, and journal prompts with ten participants from local communities and churches, the study found that race and social expectations exerted a more profound influence on participants’ academic journeys than gender or age. Their narratives affirmed the value of hermeneutic phenomenology and intersectionality in understanding Black women’s experiences in higher education, particularly as they navigated environments where they were often one of the few Black women present, resulting in simultaneous hypervisibility and invisibility. Participants described the emotional and psychological labor of countering stereotypes, monitoring their behavior, and continually proving their competence, which contributed to pressure, self-silencing, and identity negotiation. Despite these challenges, they demonstrated resilience, purpose, and strong connections to family and community, though these ties also carried expectations that intensified their sense of responsibility. Belonging was identified as a critical factor in academic persistence, with supportive faculty, culturally affirming peers, and affinity spaces fostering empowerment, while their absence led to isolation and diminished motivation. Overall, the findings illuminate the structural barriers Black women face, the strategies they employ to navigate them, and the institutional changes necessary to support their success in higher education.

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