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dc.contributor.authorBaker, Tonya Elizabeth
dc.date.accessioned2014-03-04T21:05:04Z
dc.date.available2014-03-04T21:05:04Z
dc.date.issued2013-08
dc.identifier.otherbaker_tonya_e_201308_phd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/baker_tonya_e_201308_phd
dc.identifier.urihttp://hdl.handle.net/10724/28969
dc.description.abstractUtilizing narrative inquiry, the purpose of this study was to explore the professional socialization experiences of Black women in student affairs, in particular the influence of racism and sexism on these experiences. Eleven Black female student affairs administrators, each with five or more years of experience overseeing at least one functional area, participated in semi-structured interviews. Four themes emerged from the data analysis: the influence of mentoring relationships on professional socialization, involvement in professional associations, institutional socialization, and salient identities. Although Black feminist thought has identified the intersection of race and gender as comprising the key salient identities for Black women, the model of multiple dimensions of identity reveals other contextual influences to be salient as well. The study offers three implications for professional practice: the need for graduate preparation programs to explore institutional type, the importance of navigating institutional culture, and the significance of cross-cultural mentoring.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectBlack women, Student affairs, Socialization, Black feminist thought, Administration, Narrative Inquiry, Model of multiple dimensions of identity
dc.titleProfessional socialization of black women in student affairs administration
dc.typeDissertation
dc.description.degreePhD
dc.description.departmentCounseling and Human Development Services
dc.description.majorCounseling and Student Personnel Services
dc.description.advisorMerrily Dunn
dc.description.committeeMerrily Dunn
dc.description.committeeRichard H. Mullendore
dc.description.committeeJori Hall


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