{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/120289"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/120289","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"\"Sometimes it's exactly as it seems\": A mixed methods explanatory case study of two Black women's academic classrooms'","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2023-09-01 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2023-09-01 without embargo terms","abstract_has_math":false,"creators":["Susberry, Victoria"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Educational Psychology","degree_department":null,"school":null,"contributors":["Christianson, Kiel","Avent, Cherie","Cromley, Jennifer","Jenkins, Candice"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-05","date_published":"2023-05","updated_at":"2026-07-22T22:24:57Z","subjects":["Linguistics","Race","Intersectionality","Women","Gender","Academia","Belonging","Black"],"languages":["en","eng"],"rights":["Copyright 2023 Victoria Susberry"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/120289","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Christianson, Kiel","Avent, Cherie","Cromley, Jennifer","Jenkins, Candice"]},{"key":"dc:creator","label":"Author","values":["Susberry, Victoria"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2023-05","2023-04-27"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Linguistics","Race","Intersectionality","Women","Gender","Academia","Belonging","Black"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2023 Victoria Susberry"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/120289"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2023-09-01 without embargo terms","The student, Victoria Susberry, accepted the attached license on 2023-04-18 at 19:39.","The student, Victoria Susberry, submitted this Dissertation for approval on 2023-04-18 at 19:50.","This Dissertation was approved for publication on 2023-04-27 at 11:28.","DSpace SAF Submission Ingestion Package generated from Vireo submission #19037 on 2023-09-01 at 17:08:58","Academic English is a standard within the higher education community. For many scholars of color, academic English is not the language they speak in their homes or among others of their social groups. There is an expectation, within specific settings, that scholars of color are to engage in code-switching, e.g., when teaching. Black women in the academic setting have a long, complex history with universities, mainly Predominantly White Institutions, as they must battle the intersections between being both Black and female. This study sought to measure the ways—primarily linguistic, communicative, and interpersonal—in which Black women faculty communicated/connected with their students during class while also dissecting how students perceived their efforts. To explore this, an explanatory case study was done. The explanatory sequential design required collecting quantitative data first and then using qualitative data to inform the quantitative results. In the quantitative stage of the study, experience sampling surveys were given to students and the Black women faculty at the University. The student surveys focused on their perceptions of the faculty members, asking questions such as “Did your professor seem distant or cold today?” to get a general idea of the student's feelings. The faculty survey examined the linguistic and communicative choices being made and their own general feelings toward their class and performance. Observations were made in each class that received surveys. Faculty were then interviewed, and students opted into a focus group. The results show two differing student perceptions, thus showing that while both women experienced forms of racism regarding how they communicate, no two women experience it the exact same way. They also showed a moving away from the need to code-switch and a push toward authenticity in the academic space."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["\"Sometimes it's exactly as it seems\": A mixed methods explanatory case study of two Black women's academic classrooms'"]}]}],"canonical_facts":{"dc:contributor":["Christianson, Kiel","Avent, Cherie","Cromley, Jennifer","Jenkins, Candice"],"dc:creator":["Susberry, Victoria"],"dc:date":["2023-05","2023-04-27"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2023-09-01 without embargo terms","The student, Victoria Susberry, accepted the attached license on 2023-04-18 at 19:39.","The student, Victoria Susberry, submitted this Dissertation for approval on 2023-04-18 at 19:50.","This Dissertation was approved for publication on 2023-04-27 at 11:28.","DSpace SAF Submission Ingestion Package generated from Vireo submission #19037 on 2023-09-01 at 17:08:58","Academic English is a standard within the higher education community. For many scholars of color, academic English is not the language they speak in their homes or among others of their social groups. There is an expectation, within specific settings, that scholars of color are to engage in code-switching, e.g., when teaching. Black women in the academic setting have a long, complex history with universities, mainly Predominantly White Institutions, as they must battle the intersections between being both Black and female. This study sought to measure the ways—primarily linguistic, communicative, and interpersonal—in which Black women faculty communicated/connected with their students during class while also dissecting how students perceived their efforts. To explore this, an explanatory case study was done. The explanatory sequential design required collecting quantitative data first and then using qualitative data to inform the quantitative results. In the quantitative stage of the study, experience sampling surveys were given to students and the Black women faculty at the University. The student surveys focused on their perceptions of the faculty members, asking questions such as “Did your professor seem distant or cold today?” to get a general idea of the student's feelings. The faculty survey examined the linguistic and communicative choices being made and their own general feelings toward their class and performance. Observations were made in each class that received surveys. Faculty were then interviewed, and students opted into a focus group. The results show two differing student perceptions, thus showing that while both women experienced forms of racism regarding how they communicate, no two women experience it the exact same way. They also showed a moving away from the need to code-switch and a push toward authenticity in the academic space."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/120289"],"dc:language":["en","eng"],"dc:rights":["Copyright 2023 Victoria Susberry"],"dc:subject":["Linguistics","Race","Intersectionality","Women","Gender","Academia","Belonging","Black"],"dc:title":["\"Sometimes it's exactly as it seems\": A mixed methods explanatory case study of two Black women's academic classrooms'"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Educational Psychology"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:57Z"}