BLACK UNDERGRADUATE WOMEN NAVIGATING (MIS)REPRESENTATION, STRENGTH, AND STRATEGIES: An Analysis of Infuences on Their Mental Wellness

Much of the scholarship that focuses on Black undergraduate women (BUW) on college campuses discusses academic development (e.g., retention, academic performance and success, college acceptance Banks, 2009; Commodore et al., 2018; Patton &Croom, 2017), career trajectory (e.g., career pathways, STEM fields, graduate school preparation; Gibson &Espino, 2016; Porter et al., 2018; Storlie et al., 2018), and identity development (Hannon et al., 2016; Porter, 2017; Porter &Dean, 2015; Porter et al., 2020), but little on their social/emotional and mental wellness needs. Katz and Davison (2014) shared that undergraduate students generally experience psychological challenges such as stress, anxiety disorders, depression, trauma/crisis, and adjustment disorders. However, BUW face culturally specific mental health concerns beyond the common issues to include, but not limited to, gendered racism and trauma (Szymanski &Lewis, 2016), stereotyping (Donovan, 2011), and body image and beauty (Hesse-Biber et al., 2010). Collectively, the consequences of these concerns directly influence BUW’s identity, academic, and career development and can cause psychological concerns over the course of their life span (Katz &Davison, 2014; Thomas et al., 2008).