Doctor of Philosophy, The Ohio State University, 2022, EDU Teaching and Learning
Women of color have theorized in scholarly, informal, and communal ways for centuries about the simultaneous racism, sexism, and other concurrent forms of oppression they experience (e.g., Aleman, 2018; Crenshaw, 1991; Robinson, 1851). Research demonstrates that institutional intersectional oppression has harmful effects on women of color at all levels within higher education (Gutierrez y Muhs et al., 2012; Mckee & Delgado, 2020; Niemann et al., 2020; Patton & Njoku, 2019). Such effects, coupled with alarming rates of mental health issues in graduate education (Evans et al., 2018), provide a bleak context for Black and Latine women pursuing PhDs. Using Critical Race Feminism and feminist qualitative inquiry, this dissertation illuminates how Black and Latine women PhD students within the field of education experience, resist against, and rejuvenate from gendered racism during graduate education. The central focus of this inquiry is rest, defined as a period of freedom from labor and stressors, during which one can cultivate peace of mind, body, and spirit. Drawing on data from semi-structured interviews and a collective rest space, an emerging feminist and culturally-based approach similar to an informal focus group, this study investigates a) the raced and gendered experiences of Black and Latine women PhD students in education, b) how Black and Latine women in education PhD programs conceptually and literally engage with rest while pursuing a degree, and c) how Black and Latine women in education PhD programs use rest, resistance, and rejuvenation to persist.
Committee: Timothy San Pedro (Committee Chair); Cynthia Tyson (Committee Member); Stephen Quaye (Committee Member); Michiko Hikida (Committee Member)
Subjects: Black Studies; Education; Ethnic Studies; Gender Studies; Higher Education; Hispanic Americans; Womens Studies