Abstract
While African American women routinely outnumber African American men on the historically Black college and university (HBCU) campus, the African American woman’s voice is usually relegated to the margins within social and academic frameworks. The author seeks to gain a deeper understanding of the actual liberation of African American women on HBCU campuses. Drawing from undergraduate and graduate experiences as an African American female on campus, the author uses Collins’s (Black feminist thought: Knowledge, consciousness, and the politics of empowerment. Routledge, New York, 2009) Black feminist epistemology as a lens through which to examine her own decision to attend an HBCU while giving specific attention to the implications and intersections of race and gender. Using Black feminist epistemology and autoethnography, the author provides a critical analysis of her education at an HBCU in relationship to the experiences of other African American women. The author concludes the article explaining the intersections of education, liberation, and resistance with implications for HBCU administrators and staff in preparing African American women as campus and community leaders.
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Notes
In this article, I generally use the terms Black and African American as interchangeable descriptors. However, there are specific instances when I use the term African American to contextualize the experiences of Black women and men in the United States of America.
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Kennedy, J.L. The HBCU Experience: Liberating or Not?. Urban Rev 44, 358–377 (2012). https://doi.org/10.1007/s11256-012-0200-y
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DOI: https://doi.org/10.1007/s11256-012-0200-y