Abstract
Statement of Problem
As part of California State University Center's commitment to promoting equitable access to higher education and prioritizing inclusion, Women's Resource Centers are undergoing transformations such as renaming of centers, with the goal of promoting inclusivity. However, these changes can pose challenges for women-identified students and mother scholars in accessing resources that specifically cater to their needs. Women’s Resource Centers (WRC) serve as safe spaces for women within marginalized communities to access resources that help them to navigate the systemic inequalities present in higher education, and social institutions. These spaces play a crucial role in supporting Black mother scholars as they juggle the demands of their dual roles and confront racial and gender biases both on and off campus. Navigating the challenges of being a Black woman and a mother in academia presents a unique set of obstacles for these scholars. As part of California State University Center's commitment to promoting equitable access to higher education and prioritizing inclusion, Women's Resource Centers are undergoing transformations that include renaming. However, these changes can pose challenges for women-identified students and mother scholars in accessing resources that specifically cater to their needs. Currently, the CSU system falls short in providing adequate support for Black mother scholars and student-parents. To ensure the success of these scholars, targeted assistance and the presence of Women's Resource Centers on campus, as well as increased online visibility of resources, are essential.
Sources of Data
The purpose of this study was to analyze and examine content from the 23 California State University (CSU) websites that had existing Women’s Resource Centers and designated resources for women-identified students. The researcher constructed a rubric (Table 2) with eight topic-specific questions, each question having a specific search criterion. The researcher used a four-point scale to score each CSU campus website according to the expectations laid out in the rubric (Table 2).
Conclusions Reached
The researcher applied a qualitative analysis method to study the online content of Women's Resource Centers and the resources available for Black mother scholars across the 23 campuses of California State University (CSU). The theoretical frameworks of the study were rooted in the Intersectionality theory and Black feminist thought theory. In seeking and analyzing resources that would contribute to the support of Black mother scholars, the researcher utilized frameworks grounded in the Black feminist standpoint. These frameworks validate the intersecting oppressions that disproportionately affect the lives of Black women. The researcher enabled these frameworks in order to assess which CSU campuses provided support structures that address the unique adversities of Black mother scholars. The findings indicated that the California State University system lacked consistent online access to Women's Resource Center websites, and many institutions lacked targeted support services for Black mother scholars. Additionally, some campuses were found to lack a Women's Resource Center or a designated center aimed at serving women-identified students.