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dc.contributor.authorStewart, Terah J.en
dc.date.accessioned2020-05-18T21:31:49Zen
dc.date.available2020-05-18T21:31:49Zen
dc.date.issued2019-12-11en
dc.identifier.urihttp://hdl.handle.net/10919/98420en
dc.description.abstractThe discourse about activism (and problematic conflations with resistance) typically offer comparisons to the 1960’s Civil Rights Movement, examine first and second wave feminism, and situate apathy and fatigue as opposite from resistance. Using a qualitative research design (Merriam, 2009; 2002), Black feminist thought (Collins, 1990), and endarkened feminist epistemology (Dillard, 2006); this study examined the experience of 6 collegiate Black women and their resistance through engagement of the hashtag, #BlackGirlMagic. Specifically, the inquiry explored how and why participants used the hashtag and investigated connections that give nuance to activism and resistance through community building, digital counter space creation, and connections to higher education broadly.en
dc.description.sponsorshipJournal Committed to Social Change on Race and Ethnicityen
dc.format.mimetypeapplication/pdfen
dc.language.isoenen
dc.publisherJournal Committed to Social Change on Race and Ethnicityen
dc.relation.ispartofseriesVolume 5; No.2en
dc.rightsCreative Commons Attribution-NonCommercial-ShareAlike 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/4.0/en
dc.subjectAfrican American women in higher educationen
dc.subjectinternet and activismen
dc.subjectstudent movementsen
dc.title“Where We Are, Resistance Lives”: Black Women, Social Media, and Everyday Resistance in Higher Educationen
dc.typeArticleen
dc.date.accessed2020-05-12en
dc.type.dcmitypeTexten
dc.type.dcmitypeStillImageen
dc.identifier.sourceurlhttps://journals.shareok.org/jcscore/article/view/91/56en


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Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International
License: Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International