Research & Projects

This qualitative case study explored how Black women navigate and redefine their identities while pursuing higher education at Predominantly White Institutions (PWIs). I was inspired to pursue this research through my own lived experiences and those of women in my community—many of whom were navigating the dual challenges of academic rigor and systemic marginalization. This work was guided by a framework I developed, which combined undergraduate and graduate socialization theories with the concept of counter-spaces—intentional, identity-affirming environments that help individuals resist marginalization and sustain well-being.

Objectives

The goal of this study was to understand:

• How Black women experience socialization in academic and social spaces at PWIs

• The identity challenges and redefinitions they undergo throughout their educational journey

• How counter-spaces influence identity development, resilience, and a sense of belonging Key considerations included centering participant voices, honoring lived experiences, and highlighting the systemic inequities that often go unnoticed in institutional narratives.

Results

Findings revealed that Black women’s socialization at PWIs was often shaped by exclusion, microaggressions, and a lack of mentorship. Despite this, participants actively built supportive communities—counter-spaces that became essential for identity affirmation, healing, and academic persistence. The study contributes to the growing body of work on culturally sustaining educational environments and provides insight for institutions seeking to support marginalized students beyond surface-level diversity efforts. This work has laid the foundation for my continued research on identity development and community-based resilience in higher education.

This study explored how Black women attending Predominantly White Institutions (PWIs) use TikTok to express their experiences, cope with challenges, and develop a sense of community. I was drawn to this project by the growing use of social media as a space of resistance and identity work for Black students—especially Black women. The project was completed as part of my second-year research requirement, in collaboration with Dr. Lauren Mims and Dr. Kathryn Fletcher. Together, we examined public TikTok narratives to uncover common themes in how Black women articulate and process their experiences in higher education.

Objectives

• Understand how Black women describe their experiences in higher education through social media.

• Explore how TikTok operates as a counter-space for identity development and coping.

• Identify common challenges faced by Black women at PWIs, including racism, isolation, and academic inequities.

• Highlight the potential of social media as a tool for resilience, connection, and self-expression.

Results

Our analysis of 32 publicly available TikTok videos revealed three central themes:

1. Ecological experiences of racism — including social segregation and microaggressions.

2. Coping and survival — through the creation of counter-spaces, taking breaks from predominantly white spaces, and strategic navigation like code-switching.

3. Educational challenges — such as gaslighting, being held to higher standards, and reduced access to faculty engagement or academic opportunities.
   
   

This study offered early evidence that social media, particularly TikTok, serves as a vital outlet for Black women to resist dominant narratives, express their realities, and reshape their identities in real time. It also contributed to my growing interest in counter-spaces and identity development, which later became central to my dissertation research.