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Evaluating exclusion: measuring the impact of identity-based rejection on Black women and femmes in higher education settings
Dissertation

Evaluating exclusion: measuring the impact of identity-based rejection on Black women and femmes in higher education settings

Turea Michelle Hutson
Doctor of Philosophy (Ph.D.), Drexel University
Jun 2024
DOI:
https://doi.org/10.17918/00010553
pdf
Hutson_Turea_20241.08 MB
PDF Embargoed Access, Embargo ends: 30 Sep 2026

Abstract

Education, Higher Education policy Black people Critical Quantitative Theory (QuantCrit) Higher education and state Intersectionality Identity (Psychology) Feminist Theory
According to the Pew Research Center, the number of women and femmes--notably Black women and femmes--who obtain graduate and undergraduate degrees has outpaced their male counterparts. By certain measures, these could be considered successful outcomes for Black women and femmes in higher education. However, statistics do not convey the way experiences in the learning environment impact the mental and physical health of Black women and femmes, particularly when influenced by the experiences of identity-based rejection. Identity-based rejection can cause emotional and physiological responses, which can make it challenging to navigate an academic space. Additionally, there are gaps in the current literature that may arguably influence the ability to fully understand the impact of identity-based rejection on Black women and femme students in the learning environment. Further research is necessary to understand the emotional and physiological impact of identity-based rejection more comprehensively in the learning environment and the potential implications for Black women and femmes. Added research concurrently can allow comprehensive assessment of potential maladaptive coping mechanisms--which might mask the negative experiences Black women and femmes have by focusing on outcomes like graduation rates at the expense of student well-being. Using QuantCrit methodology, and Black Feminist Thought as a guiding theoretical framework, this study explored the association between identity-based rejection and emotional and physiological stress responses. It analyzed identity-based rejection and emotional and physiological response to it by program level (undergraduate and graduate) and institution type (Historically Black College and/or University, Women Only College, or Predominately White Institution) using descriptive statistics, independent t-tests, and One Way Analysis of Variance. Results demonstrated that Black women and femmes who attended higher education institutions that were classified as Historically Black Colleges and Universities (HBCUs) and Primarily Femme Gender Expression institutions (PFGEIs) were less likely, on average, to experience intense identity-based rejection incidents and severe emotional and physiological responses to identity-based rejection incidents than those who attended Predominantly White Institutions (PWIs) and co-educational institutions (CO-EDIs), respectively. Results further indicated that there were statistically significant between group differences between undergraduate HBCU participants, who were less likely, on average, to experience intense emotional and physiological responses to identity-based rejection and their undergraduate and graduate counterparts that attended PWIs. Recommendations for Black women and femme students, higher education institutions, and policy will be offered based on these results.

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