Black Girls' Achievement in Middle Grades Mathematics: How Can Socializing Agents Help?

2017 ◽  
Vol 90 (3) ◽  
pp. 70-76 ◽  
Author(s):  
Jemimah L. Young ◽  
Jamaal Rashad Young ◽  
Mary Margaret Capraro
Keyword(s):  
Middle Grades ◽  
Black Girls ◽  
Socializing Agents

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.

Influences on Academic Talent Development of Black Girls in K-12: A Systematic Review

2021 ◽  
pp. 1932202X2110138
Author(s):  
Brenda K. Davis
Keyword(s):  
Systematic Review ◽  
Racial Identity ◽  
Thematic Analysis ◽  
Systematic Approach ◽  
Talent Development ◽  
Academic Development ◽  
Black Girls ◽  
Personal Attributes ◽  
Future Research ◽  
K 12

Black girls experience numerous challenges to their academic development. This study examines the literature from the last 30 years related to the influences on the academic talent development of school-aged Black girls. Environmental and intrapersonal influences to Black girls academic talent development are explored. Using a systematic approach, 43 articles are reviewed and summarized. Thematic analysis conducted on the results and findings sections from each article reveal four major themes related to personal attributes, racial identity, relationships, and institutions. The themes expand the understanding of the complexity of talent development of Black girls and identify several intrapersonal and environmental influences that can promote or hinder academic achievement. Implications for future research are discussed.

Centering “Grace”: Challenging Anti-Blackness in Schooling Through Motherwork

2021 ◽  
Vol 31 (1-2) ◽  
pp. 142-157
Author(s):  
Terri N. Watson ◽  
Gwendolyn S. Baxley
Keyword(s):  
Black Women ◽  
School Leadership ◽  
School Leaders ◽  
Black Children ◽  
The United States ◽  
Black Girls ◽  
Racial Biases ◽  
Black Girlhood ◽  
Patricia Hill Collins ◽  
Educational Advocacy

Anti-Blackness is global and present in every facet of society, including education. In this article, we examine the challenges Black girls encounter in schools throughout the United States. Guided by select research centered on Black women in their roles as mothers, activists and school leaders, we assert that sociologist Patricia Hill Collins’ concept of Motherwork should be an essential component in reframing the praxis of school leadership and in helping school leaders to rethink policies, practices, and ideologies that are anti-Black and antithetical to Blackness and Black girlhood. While most research aimed to improve the schooling experiences of Black children focuses on teacher and school leader (mis)perceptions and systemic racial biases, few studies build on the care and efficacy personified by Black women school leaders. We argue that the educational advocacy of Black women on behalf of Black children is vital to culturally responsive school leadership that combats anti-Blackness and honors Black girlhood. We conclude with implications for school leaders and those concerned with the educational experiences of Black children, namely Black girls.

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