Understanding Influences of Development on Black Women’s Success in U.S. Colleges: A Synthesis of Literature

Christa J. Porter, Janice A. Byrd

Research output: Contribution to journalArticlepeer-review

1 Scopus citations


The purpose of this study was to illuminate how and to what extent Black women’s developmental processes have influenced their success within their respective U.S. college environments. Crenshaw’s three dimensions of intersectionality guided our analysis. We synthesized 38 peer-reviewed articles and interpreted five themes: (a) navigating the educational matrix, (b) sense of belonging, (c) perceptions of (lack of) institutional support, (d) living and learning at the margins while combating stereotypes, and (e) need for counterspaces and counternarratives. Implications of our findings include expanding definitions of student success, intersectionality and identity development, and equity-driven institutional practices.

Original languageEnglish (US)
Pages (from-to)803-830
Number of pages28
JournalReview of Educational Research
Issue number6
StatePublished - Dec 2021

All Science Journal Classification (ASJC) codes

  • Education

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