| The purpose of this qualitative narrative study was to look at how African American women who are learners or who have been learners in higher education settings have internalized and interpreted the issues that have occurred in their teaching-learning environments and what coping mechanisms they have used to resolve or deflect negative experiences. All of the women in this study were at least 18 years of age, they identified themselves as African-American, they attended or have attended colleges and universities, and they have had direct experiences in coping with issues that have occurred in their teaching-learning environments. The study is predicated on the idea that to improve teaching-learning environments for African American women in higher education settings and increase the graduation rate of African American in higher education settings educational stakeholders needed to be made aware of the issues that African American women have had to cope with in their teaching-learning environments. |
