{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/129652"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/129652","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"From hood to highbrow: Narratives of Black college girls’ identity development across class lines","abstract":"Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2027-05-01","abstract_html":"Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2027-05-01","abstract_has_math":false,"creators":["Morrow, Rayven Nicole"],"institution":"University of Illinois Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Dixson, Adrienne D","Baber, Lorenzo D","Hood, Denise","Span, Christopher"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-04-30","date_published":"2025-04-30","updated_at":"2026-07-22T22:25:05Z","subjects":["Cultural Aesthetics","Racial Identity","Historically Black Exclusionary Institutions (HBEIs)","Intra-racial Dynamics","Matrix of Domination","Black Girls","Class Status","Higher Education"],"languages":["en","eng"],"rights":["Copyright 2025 Rayven Morrow"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/129652","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dixson, Adrienne D","Baber, Lorenzo D","Hood, Denise","Span, Christopher"]},{"key":"dc:creator","label":"Author","values":["Morrow, Rayven Nicole"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025-04-30","2025-05"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"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 Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Cultural Aesthetics","Racial Identity","Historically Black Exclusionary Institutions (HBEIs)","Intra-racial Dynamics","Matrix of Domination","Black Girls","Class Status","Higher Education"]}]},{"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 2025 Rayven Morrow"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/129652"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2027-05-01","The student, Rayven Morrow, accepted the attached license on 2025-04-24 at 18:38.","The student, Rayven Morrow, submitted this Dissertation for approval on 2025-04-28 at 17:11.","This Dissertation was approved for publication on 2025-04-30 at 07:48.","DSpace SAF Submission Ingestion Package generated from Vireo submission #21351 on 2025-10-19 at 19:52:08","Despite efforts to examine identity development among Black college girls at Historically Black Exclusionary Institutions (HBEIs), most studies compare Black girls' identity development to that of their white counterparts, neglecting the value of intra-racial identity development. This study investigates how class differences among Black girls influence their perceptions of Black identity during and after college, using Collins’ Black Feminist Thought, Cross' Nigrescence Theory, and Phinney's Ethnic Identity Development model. Through an in-depth qualitative study, I examine: 1) How do interactions with Black girls from different class backgrounds influence their perceptions of Black identity? 2) What role do socioeconomic differences play in shaping their campus experiences and identity development? Data were collected from eleven Midwestern, Black American girls, aged 25-29, who graduated from HBEIs in the Midwest. There were six middle-class participants and five working-class participants. The research used an in-depth qualitative study as the research method and included semi-structured interviews, written letters, and virtual collages. The findings reveal that middle-class Black college girls often attempt to adopt working-class Black culture for social integration, reaching lower levels in Cross' and Phinney's models but aligning more closely with Tinto's and Astin's student development theories. Conversely, working-class Black girls exhibit higher levels in Cross' and Phinney's models, reflecting a more solidified Black identity, but struggle with social integration, facing challenges in fulfilling Tinto's and Astin's theories. These dynamics underscore the importance of class in understanding the diverse experiences within the Black community, contributing to a more nuanced understanding of identity development among Black college girls."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["From hood to highbrow: Narratives of Black college girls’ identity development across class lines"]}]}],"canonical_facts":{"dc:contributor":["Dixson, Adrienne D","Baber, Lorenzo D","Hood, Denise","Span, Christopher"],"dc:creator":["Morrow, Rayven Nicole"],"dc:date":["2025-04-30","2025-05"],"dc:description":["Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2027-05-01","The student, Rayven Morrow, accepted the attached license on 2025-04-24 at 18:38.","The student, Rayven Morrow, submitted this Dissertation for approval on 2025-04-28 at 17:11.","This Dissertation was approved for publication on 2025-04-30 at 07:48.","DSpace SAF Submission Ingestion Package generated from Vireo submission #21351 on 2025-10-19 at 19:52:08","Despite efforts to examine identity development among Black college girls at Historically Black Exclusionary Institutions (HBEIs), most studies compare Black girls' identity development to that of their white counterparts, neglecting the value of intra-racial identity development. This study investigates how class differences among Black girls influence their perceptions of Black identity during and after college, using Collins’ Black Feminist Thought, Cross' Nigrescence Theory, and Phinney's Ethnic Identity Development model. Through an in-depth qualitative study, I examine: 1) How do interactions with Black girls from different class backgrounds influence their perceptions of Black identity? 2) What role do socioeconomic differences play in shaping their campus experiences and identity development? Data were collected from eleven Midwestern, Black American girls, aged 25-29, who graduated from HBEIs in the Midwest. There were six middle-class participants and five working-class participants. The research used an in-depth qualitative study as the research method and included semi-structured interviews, written letters, and virtual collages. The findings reveal that middle-class Black college girls often attempt to adopt working-class Black culture for social integration, reaching lower levels in Cross' and Phinney's models but aligning more closely with Tinto's and Astin's student development theories. Conversely, working-class Black girls exhibit higher levels in Cross' and Phinney's models, reflecting a more solidified Black identity, but struggle with social integration, facing challenges in fulfilling Tinto's and Astin's theories. These dynamics underscore the importance of class in understanding the diverse experiences within the Black community, contributing to a more nuanced understanding of identity development among Black college girls."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/129652"],"dc:language":["en","eng"],"dc:rights":["Copyright 2025 Rayven Morrow"],"dc:subject":["Cultural Aesthetics","Racial Identity","Historically Black Exclusionary Institutions (HBEIs)","Intra-racial Dynamics","Matrix of Domination","Black Girls","Class Status","Higher Education"],"dc:title":["From hood to highbrow: Narratives of Black college girls’ identity development across class lines"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Educ Policy, Orgzn & Leadrshp"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:05Z"}