ABSTRACT This qualitative phenomenological study was designed to gain insight into the unique experiences of six Black women students who were writing creative non-fiction toward the goal of self-definition in a Black feminist learning environment at a Historically Black College/University (HBCU). Interviews were triangulated against participants’ personal writing, revealing obstacles of racism, sexism, internalized oppressions, and an initial difficulty with sharing personal experiences. Participants wrote about overcoming these obstacles through survival and success strategies like practicing mutual vulnerability with their classmates and teacher, and practicing healing transformation through intergenerational healing (re-gifting their new awareness to the next generation). Findings revealed underexplored reciprocities in Black feminist pedagogical delivery and engagement, which may advance culturally specific expressive writing and research methods, and offer culturally specific methods to advance the healing of multigenerational traumas that impact Black women students.

中文翻译：

---

相互脆弱和代际愈合：黑人女性 HBCU 学生写回忆录

摘要 这项定性现象学研究旨在深入了解六名黑人女学生的独特经历，她们在历史悠久的黑人学院/大学 (HBCU) 的黑人女权主义学习环境中为实现自我定义的目标而创作非小说类小说。访谈根据参与者的个人写作进行三角测量，揭示了种族主义、性别歧视、内化压迫的障碍以及分享个人经历的最初困难。参与者写下了如何通过生存和成功策略克服这些障碍，例如与同学和老师练习相互脆弱，以及通过代际治疗（将他们的新意识重新送给下一代）来练习治愈转化。