This book documents the academic and social success of Black women undergraduates as they
negotiate dominant educational and social discourses about their schooling lives. Starting with
the premise that Black women undergraduates are not a homogenous group and that they are being
successful in college in greater numbers than Black men this book examines the ways they
navigate being traditionally underprepared academically for college the discourse of acting
white and oppressive classroom settings and practices. This work expands the theoretical
concept of cultural capital by identifying the abundant and varied forms of cultural capital
that Black women undergraduates provide develop and utilize as they make their way through
college. The discussion of their raced classed and gendered experiences challenges the
academy to make use of this understanding in its work towards educational equity. This movement
has wide-reaching implications for ethos policy and practice in higher education.
