TY - JOUR
T1 - Black Women Abroad
T2 - Constructions of Gender, Race, Language, and Culture
AU - Morrison, Jeana E.
AU - Hailu, Meseret F.
N1 - Funding Information:
This work was supported by the Fulbright-Hays Doctoral Dissertation Research Abroad [P022A160029].
Publisher Copyright:
© 2023 The Author(s). Published with license by Taylor & Francis Group, LLC.
PY - 2023
Y1 - 2023
N2 - In this qualitative study, we describe how gender, race, language, and culture cumulatively shape researcher development. Using a collaborative autoethnographic design, we theorize about our experiences as two Black women who conducted their dissertation research in Brazil and Ethiopia. Our data sources include retrospective interviews, journal reflections, and researcher memos. We arrive at four themes that reflect our development as researchers: (a) the importance of a boundary spanner, (b) the power of local knowledge, (c) negotiating the use of local and “international” languages, and (d) researcher assumptions developed due to the perceptions of others. We make sense of these themes using an integrative framework that combines a researcher development model and a conceptualization of Black feminist qualitative inquiry. Our findings have implications for practitioners supporting doctoral students of color and researchers who use Black feminist epistemologies to conduct autoethnographic work. By sharing these themes, we contribute to theory, research, and practice about underrepresented researchers in postsecondary environments, particularly related to the linguistic and cultural aspects of doctoral research.
AB - In this qualitative study, we describe how gender, race, language, and culture cumulatively shape researcher development. Using a collaborative autoethnographic design, we theorize about our experiences as two Black women who conducted their dissertation research in Brazil and Ethiopia. Our data sources include retrospective interviews, journal reflections, and researcher memos. We arrive at four themes that reflect our development as researchers: (a) the importance of a boundary spanner, (b) the power of local knowledge, (c) negotiating the use of local and “international” languages, and (d) researcher assumptions developed due to the perceptions of others. We make sense of these themes using an integrative framework that combines a researcher development model and a conceptualization of Black feminist qualitative inquiry. Our findings have implications for practitioners supporting doctoral students of color and researchers who use Black feminist epistemologies to conduct autoethnographic work. By sharing these themes, we contribute to theory, research, and practice about underrepresented researchers in postsecondary environments, particularly related to the linguistic and cultural aspects of doctoral research.
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U2 - 10.1080/26379112.2023.2206664
DO - 10.1080/26379112.2023.2206664
M3 - Article
AN - SCOPUS:85163596666
SN - 2637-9112
VL - 16
SP - 137
EP - 157
JO - Journal of Women and Gender in Higher Education
JF - Journal of Women and Gender in Higher Education
IS - 2
ER -