“I’m Gonna Cook My Baby in a Pot”: Young Black Girls’ Racial Preferences and Play Behavior

2020 ◽  
Author(s):  
Toni Denese Sturdivant ◽  
Iliana Alanis
Keyword(s):  
Black Girls ◽  
Play Behavior ◽  
Racial Preferences

Object Transformations in the Play of Language-Impaired Children

1988 ◽  
Vol 53 (4) ◽  
pp. 459-466 ◽  
Author(s):  
Brenda Y. Terrell ◽  
Richard G. Schwartz
Keyword(s):  
Normal Subjects ◽  
Play Behavior ◽  
Chronological Age ◽  
Standard Group ◽  
Language Impaired ◽  
Normal Language ◽  
Mean Length Of Utterance ◽  
Impaired Children

The play behavior of 10 language-impaired children was observed. Their performances in play were compared to those of 10 normal-language children matched for chronological age as well as to those of 10 normal-language children matched for mean length of utterance. The children were observed as they played spontaneously with a standard group of toys and as they played with objects that required object transformations for successful play. The chronological age-matched normal subjects showed a trend toward performance of more object transformations in play than either the language-impaired or younger normal-language children. Additionally, although object transformations were observed in both segments, all children performed more object transformations with objects than with toys.

Quasi-Disguised and Structured Measure of Schoolchildren's Racial Preferences

1969 ◽  
Author(s):  
Sandra Cohen Koslin ◽  
Bertram L. Koslin ◽  
John Cardwell ◽  
Richard Pargament
Keyword(s):  
Racial Preferences

Towards an Interdisciplinary Field of Black Girlhood Studies

2017 ◽  
Vol 6 (3) ◽  
pp. 116-132 ◽  
Author(s):  
Tammy C. Owens ◽  
Durell M. Callier ◽  
Jessica L. Robinson ◽  
Porshé R. Garner
Keyword(s):  
Black Girls ◽  
Annotated Bibliography ◽  
Interdisciplinary Field ◽  
Recent Scholarship ◽  
Black Girlhood ◽  
Girlhood Studies

Scholarly interest in the experiences of Black girls has grown significantly. Although many scholars, activists, and artists have completed substantial scholarship and creative works that constitute the foundation of Black girlhood studies, their body of work and names are oftentimes omitted from recent scholarship on Black girlhood. In this collectively authored essay, scholars, artists, and activists present an annotated bibliography of historical and contemporary texts, as well as cultural works, that center the voices and experiences of Black girls. This annotated bibliography serves as a resource for activists and scholars alike who are interested in Black girlhood.

Intifada Incantation #2

2017 ◽  
Vol 6 (3) ◽  
pp. 34-49
Author(s):  
Mekhatansh McGuire
Keyword(s):  
Feminist Theory ◽  
Black Girls ◽  
Critical Engagement ◽  
Postcolonial Feminist Theory ◽  
Postcolonial Feminist ◽  
Epistemological Framework

This work examines how June Jordan's poetry dedicated to solidarity is a pedagogical and epistemological framework in SOLHOTLex and in engaging Black girls around the interconnectedness of the occupation of Palestine and the genocide of Syrians under the Bashar Al Assad regime. It begins to answer the questions of how frameworks like womanism and postcolonial feminist theory inform engagement around solidarity in SOLHOTLex and organizing Black girls while examining what critical engagement and organizing looks like when the voices of Black girls are in symphony with the rest of the world's resistance struggles.

“Don’t Let Nobody Bring You Down”

2018 ◽  
Vol 2 (1) ◽  
pp. 57 ◽  
Author(s):  
LeConte J. Dill ◽  
Bianca Rivera ◽  
Shavaun Sutton
Keyword(s):  
New York ◽  
Violence Prevention ◽  
Narrative Analysis ◽  
Prevention Program ◽  
Black Girls ◽  
West African ◽  
Relationship Violence ◽  
Ethnographic Interviews ◽  
School Based ◽  
Violence Prevention Program

This paper explores the engagement of African-American, Caribbean-American, and immigrant West African girls in the critical analysis and writing of poetry to make sense of their multi-dimensional lives. The authors worked with high-school aged girls from Brooklyn, New York who took part in a weekly school-based violence prevention program, and who became both ‘participants’ in an ethnographic research study with the authors and ‘poets’ as they creatively analyzed themes from research data. The girls cultivated a practice of reading and writing poetry that further explored dating and relationship violence, themes that emerged from the violence prevention program sessions and the ethnographic interviews. The girls then began to develop ‘poetic knowledge’ grounded in their lived experiences as urban Black girls. The authors offer that ‘participatory narrative analysis’ is an active strategy that urban Black girls enlist to foster individual and collective understanding and healing.

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