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A Feminist Standpoint Case Study

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A Feminist Standpoint Case Study Running head: THE SISTERHOOD AT SPELMAN COLLEGE THE SISTERHOOD IS ALIVE AND WELL AT SPELMAN COLLEGE: A FEMINIST STANDPOINT CASE STUDY A DISSERTATION SUBMITTED TO THE GRADUATE SCHOOL IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE DOCTOR OF EDUCATION IN ADULT, HIGHER, AND COMMUNITY EDUCATION BY BARBARA MEBANE DISSERTATION ADVISOR: DR. MICHELLE GLOWACKI-DUDKA BALL STATE UNIVERSITY MUNCIE, INDIANA MAY 2019 Running head: THE SISTERHOOD AT SPELMAN COLLEGE Copyright © May 2019 Barbara Mebane All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the author. Running head: THE SISTERHOOD AT SPELMAN COLLEGE THE SISTERHOOD IS ALIVE AND WELL AT SPELMAN COLLEGE: A FEMINIST STANDPOINT CASE STUDY A DISSERTATION SUBMITTED TO THE GRADUATE SCHOOL IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE DOCTOR OF EDUCATION BY BARBARA MEBANE DISSERTATION ADVISOR: DR. MICHELLE GLOWACKI-DUDKA APPROVED BY: ___________________________________________________ _________________ Michelle Glowacki-Dudka, Committee Chairperson Date ___________________________________________________ __________________ Ruby Cain, Committee Member Date ___________________________________________________ __________________ Amanda Latz, Committee Member Date ___________________________________________________ _________________ Thalia Mulvihill, Committee Member Date ___________________________________________________ __________________ James W. Jones, Committee Member Date ___________________________________________________ __________________ Adam Beach, Dean of Graduate School Date BALL STATE UNIVERSITY MUNCIE, INDIANA MAY 2019 Running head: THE SISTERHOOD AT SPELMAN COLLEGE ABSTRACT DISSERTATION PROJECT: The Sisterhood Is Alive and Well at Spelman College: A Feminist Standpoint Case Study STUDENT: Barbara Mebane DEGREE: Doctor of Education in Adult, Higher, and Community Education COLLEGE: Teachers College DATE: May 2019 PAGES: 202 American women in the 21st century have more options from which to select a college education than in the past, yet there are some women who purposely select a women’s college. This study examined the culture of women’s colleges, specifically Spelman College, a Historically Black Women’s College (HBWC) in Atlanta, Georgia, founded by White missionaries in 1881. As the literature surrounding women’s education and Black women’s education is sparse, this study adds a deeper exploration of Spelman’s contribution and experiences of its alumna to the existing research. This qualitative research single-bound case study answered the research questions: (1) What are the components that shape Spelman’s institutional culture, and (2) What makes it a unique learning space for Black women? Data was collected through archival research at Spelman College and the interviews of 13 Spelman alumna (who graduated between 1969 and 2012). Examination of the archival data and thematic analysis of the participant’s narratives revealed sisterhood to be the powerful aspect of Spelman’s institutional culture. However, intertwined within the sisterhood are themes of ritual and traditions, values, and historical racial and gender issues. The findings further revealed that the alumna viewed their undergraduate experience as positive, citing academic excellence as a THE SISTERHOOD AT SPELMAN COLLEGE v norm, a nurturing environment designed for the historically marginalized Black woman, mentoring, freedom of expression, and freedom to lead as other aspects of their holistic experience. Researchers and students interested in single-gender education and feminist and Black feminist theorists may find the study’s conclusions useful as well as educators in the secondary and higher education arena. Running head: THE SISTERHOOD AT SPELMAN COLLEGE ACKNOWLEDGEMENTS A host of dynamic and inspirational people, in my personal and academic worlds, were instrumental in my quest to become a Doctor of Education. Here, I acknowledge them with a heart filled with appreciation and gratitude. A sincere thank you: To my parents, Frank and Eva Bryant, who collectively instilled in me the value of education. To my mother from whom I inherited the love of reading, and to my late father who first encouraged me to obtain a doctoral degree when I graduated from undergraduate school. To my one and only sister, Evangelita Thomas, for her positive reinforcement and for continuing the legacy of a strong educational base for my two nieces. To my Dissertation Chair, Dr. Michelle Glowacki-Dudka, for her encouragement and belief that I could accomplish this work when I was a then master’s student. To my Dissertation Committee: Dr. Ruby Cain, Dr. Michelle Glowacki-Dudka, Dr. James Jones, Dr. Amanda Latz, and Dr. Thalia Mulvihill: Thank you for your priceless time, suggestions, and guidance, all which motivated me to offer my best work. As such, this research is a representation of the knowledge I acquired under your tutelage. And … thank you, Dr. Jones, for giving me a visual for what Comps looked like by walking me through your notebook during our initial meeting. To the Ball State Educational Studies Department for the awarding of an IDC Grant for travel expenses to conduct archival research at Spelman College. To the Spelman alumnae study participants “Annabett,” “Athena,” “Beverly,” “Bongo,” “Bubbles,” “Coreen,” “Delta,” “Diana,” “Harmony,” “Ivy,” “Legacy,” “Lillye,” and “Msdlc” for sharing (and allowing me to explore) the true-blue sisterhood through your stories and THE SISTERHOOD AT SPELMAN COLLEGE vii Midwestern Southern hospitality. I appreciate your graciousness and willingness to assist with this project. To Holly Smith and Kassandra Ware, Spelman archivists, for your Southern hospitality, assistance, and guidance during my archival research day at Spelman and communications by email. To my friends, Barbara and John Brooks, for your care and encouragement from beginning to end. To my doctoral comrades, Dr. Beth Borst, Mary Henehan, and Claire Maxson for their friendship and companionship, and most especially, for giving Wade some reprieve. To Wade Robbins, who is deserving of a very special acknowledgement and thank you, for your unwavering support in every possible way—but most especially for driving me to and from Ball State each week (from Indianapolis). Your consistency and dedication made it possible for me to become a doctoral candidate. Running head: THE SISTERHOOD AT SPELMAN COLLEGE DEDICATION I dedicate this dissertation to my darling daughter, Courtney Camille Cox, JD, my muse. Running head: THE SISTERHOOD AT SPELMAN COLLEGE TABLE OF CONTENTS ABSTRACT ................................................................................................................................... iv ACKNOWLEDGEMENTS ........................................................................................................... vi DEDICATION ............................................................................................................................. viii TABLE OF CONTENTS ............................................................................................................... ix CHAPTER 1: Introduction ............................................................................................................ 1 Background of Women’s Colleges ............................................................................................. 3 Background of Spelman College ................................................................................................ 9 Statement of the Problem .......................................................................................................... 17 Purpose of the Study ................................................................................................................. 19 Theoretical Basis of the Study .................................................................................................. 21 Feminist Theories ...................................................................................................................... 22 Feminist Standpoint Theory .................................................................................................. 22 Black Feminist Theory .......................................................................................................... 24 Critical Race Feminism ......................................................................................................... 25 Research Question .................................................................................................................... 28 Significance of Study ................................................................................................................ 28 Researcher’s Statement and Assumptions ................................................................................ 29 Summary of Chapter 1 .............................................................................................................. 31 CHAPTER 2: LITERATURE REVIEW ..................................................................................... 33 Past Is Prologue......................................................................................................................... 34 THE SISTERHOOD AT SPELMAN COLLEGE x Exclusion, Racism, and Sexism in Higher Education ..............................................................
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