Abstract
This qualitative, constructivist study explored the experiences of Black undergraduate women navigating a predominantly white institution (PWI) in a post-COVID-19 pandemic context. Amid significant rollbacks of DEI initiatives and federal challenges to higher education institutions, the needs of marginalized students should remain at the forefront for institutional decision-makers (Giroux, 2022; Jeffries et al., 2024; Muñiz, 2024; Russell-Brown, 2023). Previous evidence indicates that Black collegiate women at PWIs often face isolation, discrimination, and marginalization, yet they “struggle successfully”, exhibiting remarkable persistence despite these challenges (Patton & Ward, 2016; Shaw, 2017; Winkle-Wagner, 2015). Scholars have emphasized the urgent need for systemic attention to the unique journeys of Black women at PWIs, a call that is especially pressing given today’s sociopolitical climate (Johnson et al., 2025; Ncube et al., 2022; Okoro et al., 2022; Patton et al., 2022; Spencer, 2023).
Using Sistah Circles as the primary data collection method, the study examined how Black undergraduate women maintain their well-being, cope with challenges, and build resilience at a PWI based in Miami, FL. Grounded in Black feminist epistemologies, intersectionality, critical race feminism (CRF), and community psychology principles of mattering and well-being, three Sistah Circle sessions with Black undergraduate women (n=19) were held during the 2024-2025 academic school year. Thematic analysis revealed three core categories:1) “I wanna vibe, I'm not vibin”: Coping and resilience, 2) “We should talk to somebody...”: Utilizing the mental health resources at a PWI, and 3) “Stop expecting Black women to carry so much”: Beyond superficial support. Findings highlight the necessity for institutions to invest in the educational success of Black undergraduate women through culturally inclusive, identity-affirming, and intentionally equitable systems of support.