Black women’s narratives in the pursuit of representation and resistance during undergraduate education

Bibliographic Data

ID22412896
AuthorsGabriela da Silva Bispo (0000-0002-5190-2456, Universidade Federal de São Paulo), Maria Inês Badaró Moreira (0000-0001-5798-2023, Universidade Federal de São Paulo)
Year2026
Volume43
Publication date2026-01-01
Open AccessYes
TypeARTICLE
VenueEstudos de Psicologia (Campinas) (JOURNAL)
Journal identifiersISSN: 0103-166X • E-ISSN: 1982-0275
PublisherFapUNIFESP (SciELO) (PUBLISHER)
DOI10.1590/1982-0275202643e220077
OpenAlexW7167918075
SciELOS0103-166X2026000113003
LanguageEN
References cited6

This article aims to reflect on the educational journey of Black women psychologists, focusing on the strategies of resistance and coping with inequalities during their undergraduate studies. It is based on a qualitative study involving five self-identified Black psychologists who graduated from the same federal public university in Brazil. Open-ended individual interviews were conducted, recorded, and transcribed. Thematic analysis highlighted the challenges of being a Black woman in higher education. The results point to various coping strategies, revealing the importance of affective networks, the strengthening of identity, exhaustive academic dedication, and the struggle to occupy space in academia as both personal and collective empowerment. These strategies were found to shape the academic training of Black women psychologists, influence student retention, and impact their future professional trajectories. These experiences provide insight into the realities faced by Black university students and underscore the need for actions to combat racism and inequality in academic settings.

Black women · Coping (psychology) · Higher education · Inequality · Narrative · Racism · Resistance (ecology) · Thematic analysis · Career Development and Diversity · Mentoring and Academic Development · Race, Identity, and Education in Brazil

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Open DOIOpen Access