Advancing our legacy: a Black feminist perspective on the significance of mentoring for African-American women in educational leadership

2012 ◽  
Vol 25 (1) ◽  
pp. 101-117 ◽  
Author(s):  
Cosette M. Grant
Author(s):  
Mary Jo Deegan

Fannie Barrier Williams brilliantly analyzed and participated in the tumultuous changes in black Chicago from 1887-1926. She specialized in essays and political advocacy for African American women. She compared them to “the new woman” and “the New Negro,” and by 1895, she had defined African American women as uniquely combining the characteristics of both groups. She also employed the concepts and ideas of pragmatists and feminist pragmatists and brought black women’s ideas and experiences to this social theory.


Ethnicities ◽  
2011 ◽  
Vol 11 (4) ◽  
pp. 512-535 ◽  
Author(s):  
Cassandra Chaney

This qualitative paper will focus on how black women understand and perceive womanhood, and will explore how black women’s perceptions regarding womanhood shape their attitudes and behaviours toward marriage and motherhood. Using a black feminist approach, I assert that black women’s perceptions of womanhood are not based on European notions as the family structure and experiences of African American women is characteristically different from that of white women. Further, I assert that African American women create a modified version of womanhood based on their education, social class and economic position in relation to black men, and which may, in turn, inform their decisions regarding marriage and motherhood. Specifically, I examine the written responses of fifteen African American women between the ages of 18 and 55 (mean age of 32.6 years) regarding what is expected of them as women. Qualitative analyses of the data revealed that womanhood was defined in terms of feminine attitudes (strength, sensitivity and sensuality) and feminine behaviours (familial care, their own physical appearance and self-respect). In addition, womanhood was demonstrated through a woman’s ability to care for her home and to take the lead in the absence of male leadership. Supporting qualitative data are presented in connection with each theme. Recommendations for future research are also provided.


2003 ◽  
Vol 38 (2) ◽  
pp. 217-235 ◽  
Author(s):  
Adrienne D. Dixson

Historically, African American teachers have been actively involved in political movements that sought to improve the material conditions of African Americans. More contemporary examinations of African American teachers' pedagogy and, in particular, African American women's pedagogy, have found that these teachers have a decidedly political mission to their teaching. Some researchers have described these teachers' pedagogy as culturally relevant. Notwithstanding, there is a growing body of research that seeks to highlight how Black women, in various contexts, have participated in political activities and how their participation is part of a Black feminist activist tradition. This article examines how contemporary African American women teachers continue the tradition of political involvement and situates their activities in a Black feminist activist tradition. The data are taken from a qualitative study of two African American women elementary school teachers. The findings reveal that among other things, the teachers' pedagogy was inherently political.


NASPA Journal ◽  
2007 ◽  
Vol 44 (1) ◽  
Author(s):  
Hannah L Clayborne ◽  
Florence Hamrick

This qualitative study of African American women holding midlevel administrative positions sought to broaden and challenge conceptualizations of leadership by focusing on respondents’ descriptions of their leadership experiences. Findings centered principally on the intensely relational qualities associated with leadership and leading, mentoring and supervising, and the off-campus nature of most sources for professional support and validation. Tenets of Black feminist thought (Collins, 2000) were used to analyze aspects of respondents’ experiences in light of controlling images of Black women, resistance strategies, and empowerment for activism. Implications for research and practice include further explorations of culturally informed meanings of leadership and leading, as well as coming to broader understandings of professionals’ myriad definitions and fulfillment of leadership.


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