Abstract
This qualitative study examines how a Black woman college student navigates academic stress, racialized gender expectations, and emotional well-being in a predominantly White Education program. Using Critical Race Theory, the study explores how identity-affirming reading practices and intentional social media boundaries serve as both resistance and survival strategies. Findings reveal how systemic marginalization demands emotional labor from Black women while also highlighting their resilience, agency, and creative coping strategies. The study calls for more culturally responsive practices that nurture rather than diminish marginalized students' voices and wellbeing.
Recommended Citation
Asbury, Samantha
(2025)
"From Childhood Reads to Classroom Needs: Reading, Identity, and Emotional Navigation of a Black Woman Scholar in Education,"
Teacher Education Journal of South Carolina: Vol. 18:
No.
2, Article 7.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol18/iss2/7