Publication Date


DOI (Digital Object Identifier)



Leadership and Higher Education


Doctor of Education (Ed.D)

Dissertation Chair

Dr. Alayne Sullivan

Committee Members

Dr. Philip Mirci

Dr. Ron Williams


education; social sciences; African American; cultural; education; identity; marginalization; oppression


African American Studies | Educational Leadership | Educational Sociology


With the creation of Black Feminist Theory, a voice has emerged and brought attention to the injustices that Black women face. Through this dissertation one will see that Black women suffer from culturally-inflicted oppression, identity-conflict, and systemic marginalization. Black women, unfamiliar with their voices, exist in a world of silence, fear, invisibility and marginalization. Culturally-inflicted oppression, including victimology, misogyny, and familial abandonment are forms of oppression that Black women encounter. Identity conflict is another form of oppression that subjugates Blacks, especially dark-skinned Black women. In addition to the archetypal racism and sexism, Black women are affected by colorism, a form of intra-racial oppression that causes identity conflict with girls as early as elementary. Systemic marginalization is another area of oppression for African Americans. With the overwhelming attention given to the deficiencies of Black males, Black females continue to be marginalized in the school setting. This study examines how each of these factors ultimately oppresses Black women. An autoethnographic method is employed in this study: thus in addition to the embedded literature review, the reader will also see how these factors affected my life and how I used education as my key to liberation. Unfortunately the current education system does not render the necessary pedagogy to offer freedom from these oppressions. The purpose of this study is to highlight and expose these areas and hopefully initiate a necessary paradigm shift within the Black community.


ISBN: 9781124841694