The Pressure to be Perfect: Stereotype Management, (mal?) Adaptive Perfectionism and Well-Being Among Black College Women Attending Predominantly White Institutions

Although Black women's perfectionist tendencies may mirror other students’, they experience unique academic pressures and expectations due to the intersections of racism and sexism in education. We used stereotype management theory to contextualize the educational experiences of 36 high-achieving Black undergraduate women (18–24 years) attending predominantly white institutions. The women discussed how gendered racial stereotypes of Black women's incompetence, excellence, and anger informed their perfectionist tendencies in both adaptive and maladaptive ways. In the adaptive perfectionist excerpts, we found that while women were cognitively aware of the stereotypes placed on Black women, they used this undue pressure as motivational fuel to persist in their short-term academic and long-term occupational goals. Conversely, maladaptive tendencies included procrastination, burnout from a refusal to take breaks, overcommitment to campus responsibilities, preoccupation with doing everything well, and an intense desire to meet others’ expectations even at the expense of their personal health. Overall, the results suggest that Black women's perfectionist tendencies are a byproduct of trying to achieve educational and occupational success within a racist and sexist society and highlight the myriad ways Black women learn to cope with socially prescribed messages and stereotypes.