Document Type

Dissertation

Degree

Doctor of Education

Major

Educational Practice

Date of Defense

1-24-2024

Graduate Advisor

Kenton Mershon, Ph.D.

Committee

Kenton Mershon, Ph.D.

Shawn Woodhouse, Ph.D.

Rebecca Jones, Ph.D.

Abstract

The purpose of this qualitative study was to explore Black undergraduate women’s lived experiences with mental health management and pursuance of degree completion. This study used a phenomenological approach, guided by the following research questions: 1) What barriers are Black undergraduate college women facing regarding their accessibility to counseling services on their campus? and 2) How do Black undergraduate college women with mental health issues effectively manage stressful situations while pursuing and completing a college degree? The current literature that examined Black women’s utilization of counseling is limited, especially among Black women enrolled in college. This study aimed to fill this gap in research and add to the current body of literature. The analysis of this data was used to explore, interpret, and describe the lived experiences of 10 Black women who were in pursuit of their undergraduate degree and their mental health quest. Further, the results of the analysis commentated six major themes regarding the participants’ experiences: 1) unfamiliar territory, 2) self-discovery, 3) the miseducation of therapy, 4) mental health maintenance, 5) God and therapy, and 6) more Black women therapists. There were also three sub themes that materialized: 1) time and life balance, 2) coping strategies, and 3) awareness and utilization of counseling support services. Thus, the results of this study were disseminated to other practitioners in the field of counseling and Kindergarten through 12th grade education and included recommendations for the future.

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Mindful Scholars Black Women in Mental Health Education.mp3 (32033 kB)
Mindful Scholars Black Women in Mental Health Education The SchoolHouse Podcast🏫

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