From hood to highbrow: Narratives of Black college girls’ identity development across class lines

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.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educ Policy, Orgzn & Leadrshp

Grantor

University of Illinois Urbana-Champaign

Year dc:date

2025

Author dc:creator

• Morrow, Rayven Nicole

Contributors dc:contributor

• Dixson, Adrienne D
• Baber, Lorenzo D
• Hood, Denise
• Span, Christopher

• Cultural Aesthetics
• Racial Identity
• Historically Black Exclusionary Institutions (HBEIs)
• Intra-racial Dynamics
• Matrix of Domination
• Black Girls
• Class Status
• Higher Education

Statement dc:rights

• Copyright 2025 Rayven Morrow

Language dc:language

en, eng

Handle dc:identifier

https://hdl.handle.net/2142/129652

OAI record oai:identifier

https://www.ideals.illinois.edu/oai-pmh?verb=GetRecord&metadataPrefix=etdms&identifier=oai%3Awww.ideals.illinois.edu%3A2142%2F129652