ScholarWorks > HHS > Social Work > JSSW > Vol. 44 > Iss. 3 (2017)
Experiences and Responses to Microaggressions on Historically White Campuses: A Qualitative Interpretive Meta-Synthesis
Microaggressions, African American/Black, qualitative interpretive meta-synthesis, college retention, higher education
According to the U.S. Department of Education (2011), only 59% of students who sought bachelors’ degrees from four-year postsecondary institutions in 2006 completed the degree within six years, and among African American/Black students, only 40% finished college within six years. Despite efforts to quantify factors that contribute to low retention rates among African American students, less is known about the qualitative experiences of students who remain on campuses across the United States. This qualitative interpretive meta-synthesis examines the microaggressive encounters experienced by African American undergraduate college students (ages 17-22) at historically White, fouryear colleges and universities to better understand how African American students experience, make sense of, and resist microaggressions occurring at the intersection of race and gender.
Moragne-Patterson, Y. Kafi and Barnett, Tracey M.
"Experiences and Responses to Microaggressions on Historically White Campuses: A Qualitative Interpretive Meta-Synthesis,"
The Journal of Sociology & Social Welfare: Vol. 44:
3, Article 2.
Available at: https://scholarworks.wmich.edu/jssw/vol44/iss3/2
You may need to log in to your campus proxy before being granted access to the full-text above.
Educational Sociology Commons, Higher Education Commons, Quantitative, Qualitative, Comparative, and Historical Methodologies Commons, Race and Ethnicity Commons, Social Work Commons