"Let Love Lead"
Many college students spend substantial amounts of time with student affairs practitioners (professionals) and cultivate meaningful relationships with them during college. So, what do these relationships look like for Black women students and Black women practitioners and how might it influence their identities, experiences, and overall collegiate success? To answer this question, my three-manuscript dissertation investigated the symbiotic relationships and love-centered practices between Black women student affairs practitioners and Black undergraduate women at a predominantly white institution (PWI). My ethnographic study took place over six months at a large research-intensive public PWI in the South. I fused Black Feminist Thought (Collins, 2002) and scholarship from bell hooks (e.g., hooks, 1994, 2001a, 2001b, 2002) focusing on love, relationships, community, and healing to conceptualize this study. I conducted 170 hours of observations, 26 individual semi-structured interviews, and five focus groups with 21 self-identifying Black women participants (both undergraduates and student affairs professionals). The three manuscripts explored: 1) Expansions to Black feminist scholarship through what I refer to as a "hooksian approach" rooted in the scholarship of Black feminist theorist bell hooks, which can be applied to researching, theorizing, and supporting Black women in academia; 2) How Black women practitioners enact love as praxis within student affairs programming and in their relationships with Black women students; and 3) how Black women collegians, who are part of a Black women-led student affairs program, expressed their experiences of love, healing, and relationships with peers and student affairs practitioners. The significance of these manuscripts expands Black feminist scholarship and advocates for new theories in educational research; centers Black women students and how their experiences and relationships with Black women practitioners influence their understandings of self and their overall collegiate experiences and success; and uplifts practitioners and how they enact love-centered praxis within student affairs programming and in their relationships with Black women students. This study has implications for faculty and administrators to learn how to expand their ability to support, fund, and advocate for better collegiate experiences for Black women students, and other marginalized student populations, through transformative student affairs programming at PWIs.