Caribbean Immigrant Women Negotiating United States Higher Education
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City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 2006 The Intersection of Race, Gender, and Class in Social Transitions: Caribbean Immigrant Women Negotiating United States Higher Education Tracy A. McFarlane The Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/3902 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] i THE INTERSECTION OF RACE, GENDER, AND CLASS IN SOCIAL TRANSITIONS: CARIBBEAN IMMIGRANT WOMEN NEGOTIATING US HIGHER EDUCATION by TRACY A. MCFARLANE A dissertation submitted to the Graduate Faculty in Social Personality Psychology in partial fulfillment of the requirements for the degree of Doctor of Philosophy, The City University of New York 2006 UMI Number: 3204993 Copyright 2006 by McFarlane, Tracy A. All rights reserved. UMI Microform 3204993 Copyright 2006 by ProQuest Information and Learning Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, MI 48106-1346 ii © 2006 TRACY A. MCFARLANE All Rights Reserved iii This manuscript has been read and accepted for the Graduate Faculty in Psychology in satisfaction of the dissertation requirement for the degree of Doctor of Philosophy. Suzanne C. Ouellette, Ph.D. ____________________ ____________________________________ Date Chair of Examining Committee Joseph Glick, Ph.D. ____________________ ____________________________________ Date Executive Officer Michelle Fine, Ph.D. Colette Daiute, Ph.D. Gail Smith, Ph.D. William Cross, Ph.D. Supervision Committee THE CITY UNIVERSITY OF NEW YORK iv Abstract THE INTERSECTION OF RACE, GENDER, AND CLASS IN SOCIAL TRANSITIONS: CARIBBEAN IMMIGRANT WOMEN NEGOTIATING US HIGHER EDUCATION by Tracy A. McFarlane Advisor: Suzanne C. Ouellette The experiences of immigrant women of color within US higher education provide a unique opportunity to understand the complex influences of intersecting identities within changing social contexts. This study was designed to determine how the social categories of gender, class, race, and nationality operate in Caribbean immigrant women’s experience of being college students. Focus groups and life story interviews were conducted with 27 English-speaking Caribbean-born women attending CUNY undergraduate colleges. The data yielded four main findings: First, Caribbean gender roles and traditions are not homogenous; hence, there is variation in the ways in which these affect women’s experiences in the US. Second, nested, overlapping and unrelated social sites shape identity and exclusion for these participants and conversely, their identity determines the social settings and categories of belonging they select. Third, although positive marginality theory explains some of this group’s response, it fails to account for members’ low levels of participation in any explicitly pan-African activist or advocacy structure. Finally, portraits, based on the life story interviews, confirm the v issues raised by the group data, as well as introduce other issues that only become evident in close, individual level analysis. This study of immigrant women of color in higher education has the potential to extend the definition and applications of positive marginality theory, and inform research and practice that addresses on how race, gender and class intersect in social contexts. vi Acknowledgements I am so thankful to so many persons. Primary recognition is due to my parents, Gertrude and Sylvester McFarlane, whose trail-blazing efforts have made my journey possible. Your migration experiences demonstrated to me the complexities of immigrant adjustment: you went in search of better lives and learned to deal with the accompanying price – the toll migration inevitably takes on all aspects of one’s life. I am immensely indebted to women of my generation who have walked the path of the participants in this study: Nichol@, Hope, Althea, Joycinth, Karen, and Tasha. Other friends with similar backgrounds have worked on the project in various ways: Verna, president of Caribbean Women United for Social and Political Justice (CWUSPA), allowed me to facilitate workshops with CWUSPA members and in so doing, enriched my understanding of the challenges Caribbean women face in pursuing US higher education; Ann-Denise while completing her Dr PH found time to read and make comments on drafts of my manuscript; Joan has been a tireless, loyal supporter whose hard work allowed me to surmount the difficulties of staying connected to the Graduate Center while working in Jamaica; Michelle, performed duties of a research assistant at Hunter College and also read and commented on the work as it took shape. My friendships with all of you over the years have given me the authority to pursue this work. The numerous conversations we have had around our own negotiations of race, gender, class, and nationality within and outside of academia continues to make my wok valid and has honed my ears and my heart to the phenomena in meaningful ways. vii My sister-friends in scholarship and beyond: Suzanne (Buddy-Extraordinaire!), Maria, Donna, Maya, Yvanne, April, Rosemarie, Kim and Tiffany are women with whom I first forged friendships in the fire of graduate school. The presence of these women in my life challenges me beyond glib pronouncements of gender, race, class, and nationality in academia and in the US. In addition to the ways in which each of these friends enrich my life, as colleagues they have each helped to push me to see the important places where the complicated nature of intersecting identities may be better understood. You are women who walk the talk. I look forward to more vacations, shared meals, runs, walks and other activities which allow us to figure out how to reflect our personal convictions in our work. I am grateful to my siblings, Debra and Devon, who have been my base and constant sources of support and encouragement. My nieces, Renée (who asked when she was 8 years old, “Aunty what are you studying?” and followed my response with, “Whatever that is!”) and Ashley, inspire me to keep my work meaningful for and accessible to those who are important to me. Over the past 2 ½ years, my colleagues at the University of the West Indies have been new sources of encouragement and support. Prof. Anderson, who hired me, has been a quiet motivator; administrative staff, Janette, Sharon, & Franklyn have provided technical assistance; Rose (‘Dr. J’) has calmed me and helped me to keep my neuroses in check; and Mr. Branche has inspired me with his breadth of knowledge and encouraged me to keep socio-historical influences in focus. With these and my other UWI colleagues, I have developed new relationships with much promise for future endeavors. Thanks, UWI, Department of Sociology, Psychology and Social Work! viii At the CUNY Graduate Center, I have been blessed to work with faculty members of international repute who are as caring as they are accomplished. Bill Cross has provided me with new ways to regard my data and has challenged me to clearly state my position in relation to the work; Colette Daiute has always pushed me to define basic concepts and constantly pointed out where I was at risk of over generalizing; and Gail Smith, at whose side I have gained work experiences that framed my choices regarding the population and issues I have studied, has been generous with meaningful advice that has served me well in my development as a scholar. Michelle Fine, who has been my “safe haven” from day one, continues to be a brilliant flame of inspiration, support (generous with esteem AND tangible support beyond compare!) and guidance. Michelle, you dizzy me with your range. You are a true teacher. My advisor, Suzanne Ouellette demonstrated integrity to her work that won and has retained my respect. She never allowed me to lose sight of my potential – “Just keep working; let time spent on your work be non-negotiable” was advice that seems so simple but which worked in the long run. Suzanne, your emphasis on the process of researching and writing lives has been of the type most accessible – you have provided me with an invaluable example of living true to your work while pursuing other interests and allowing them to infuse your scholarship. The CUNY GC has been a great place to work and study. I am forever indebted to these great people who have taken the time to work with me and to facilitate my progress. All these whom I have named, and many others whom I have not, have enhanced my life and work. These words of acknowledgements do not do you justice: thank you! ix Table of Contents Title Page i Copyright page ii Approval page iii Abstract iv Acknowledgements vi Table of Contents ix Introduction 1 Chapter 1. Literature Review 7 The Role of Educational Institutions from the view of Immigrant Students 8 Personal and Cultural Factors Influencing Educational Persistence 15 Marginality 23 Positive Marginality 24 Positive Marginality: A Pathway to Resilience in Higher Education 28 Chapter 2. Method 33 Participants 33 Procedure 33 The Sites 34 Methods of Data Collection 35 Data Analysis and Interpretation 37 x Chapter 3. Findings 40 I. Rules of Gender: Discrimination and Tradition 43 Gender and Tradition 46 Gender and Motherhood 58 Gender and Work 67 Gender and Race 70 Conclusion 77 II. Experiencing Difference, Seeking Community: Reinforcing/Revising Racial, Panethnic and National Identities 81 Living in America: Race and Me 87 Within-Race: Exploring Caribbean Panethnic Identity 92 National Identification 103 Possibility of a Pan-African Identity? 109 Family and Personal Identification 114 Conclusion 117 III.