scholarly journals Black Women Speak: Examining Power, Privilege, and Identity in CS Education

2021 ◽  
Vol 21 (4) ◽  
pp. 1-31
Author(s):  
Yolanda A. Rankin ◽  
Jakita O. Thomas ◽  
Sheena Erete
Keyword(s):  
Black Women ◽  
Gender Discrimination ◽  
Racial Inequality ◽  
Negative Impact ◽  
Black Girls ◽  
Computer Engineering ◽  
Social Constructs ◽  
Discrimination Power ◽  
Women In Computing ◽  
K 12

Despite the increasing number of women receiving bachelor’s degrees in computing (i.e., Computer Science, Computer Engineering, Information Technology, etc.), a closer look reveals that the percentage of Black women in computing has significantly dropped in recent years, highlighting the underrepresentation of Black women and its negative impact on broadening participation in the field of computing. The literature reveals that several K-16 interventions have been designed to increase the representation of Black women and girls in computing. Despite these best efforts, the needle seems to have barely moved in increasing the representation or the retention of Black women in computing. Instead, the primary goals have been to recruit and retain women in the CS pipeline using gender-focused efforts intended to increase the number of women who also identify as members of racialized groups. However, these gender-focused efforts have fallen short of increasing the number of Black women in computing because they fail to acknowledge or appreciate how intersectionality (the overlapping social constructs of gender, race, ethnicity, class, etc.) has shaped the lived experiences of Black women navigating the computing pipeline. Without honest dialogue about how power operates in the field of computing, the push for racial equality and social justice in CS education remains an elusive goal. Leveraging intersectionality as a critical framework to address systemic oppression (i.e., racism, gender discrimination, power, and privilege), we interview 24 Black women in different phases of the computing pipeline about their experiences navigating the field of computing. An intersectional analysis of Black women’s experiences reveals that CS education consists of saturated sites of violence in which interconnected systems of power converge to enact oppression. Findings reveal three primary saturated sites of violence within CS education: (1) traditional K-12 classrooms; (2) predominantly White institutions; and (3) internships as supplementary learning experiences. We conclude the article with implications for how the field of CS education can begin to address racial inequality that negatively impacts Black girls and women, thus contributing to a more equitable and socially just field of study that benefits all students.

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.

Black Women Superintendents

2021 ◽  
Author(s):  
Sonya Douglass Horsford ◽  
Dessynie D. Edwards ◽  
Judy A. Alston
Keyword(s):  
Black Women ◽  
Educational Administration ◽  
Education Leadership ◽  
Leadership Preparation ◽  
The United States ◽  
Women Superintendents ◽  
Preparation Programs ◽  
Race And Gender ◽  
And Gender ◽  
K 12

Research on Black women superintendents has focused largely on their racial and gendered identities and the challenges associated with negotiating the politics of race and gender while leading complex school systems. Regarding the underrepresentation of Black female superintendents, an examination of Black women’s experiences of preparing for, pursuing, attaining, and serving in the superintendency may provide insights regarding their unique ways of knowing and, leading that, inform their leadership praxis. Informed by research on K-12 school superintendency, race and gender in education leadership, and the lived experiences and knowledge claims of Black women superintendents, important implications for future research on the superintendency will be hold. There exists a small but growing body of scholarly research on Black women education leaders, even less on the Black woman school superintendent, who remains largely underrepresented in education leadership research and the field. Although key studies have played an important role in establishing historical records documenting the service and contributions of Black women educational leaders in the United States, the bulk of the research on Black women superintendents can be found in dissertation studies grounded largely in the works of Black women education leadership scholars and practitioners. As a growing number of aspiring and practicing leaders who identify as Black women enter graduate-level leadership preparation programs and join the ranks of educational administration, questions concerning race and gender in leadership are almost always present as the theories presented in leadership preparation programs often conflict with or represent set of perspectives, realities, and strategies that may not align with those experienced by leaders who identify as Black women. For these reasons, their leadership perspectives, epistemologies, and contributions are essential to our understanding of the superintendency and field of educational leadership.

Black Parents as Achievement Socialization Agents for Black Girls

2018 ◽  
pp. 762-773
Author(s):  
Jemimah L. Young ◽  
Jamaal R. Young
Keyword(s):  
Black Women ◽  
Educational System ◽  
Black Girls ◽  
Academic Resilience ◽  
Black Parents ◽  
Academic Identities ◽  
Teachers And Parents ◽  
Socialization Agents ◽  
The U.S ◽  
Better Than

The achievement socialization of Black girls is highly dependent upon the interactions within their sphere of socialization. Black gender socialization patterns may build an academic resilience in Black women that gives them the capacity to navigate the U.S. educational system substantially better than their male counterparts. In this chapter, the authors describe how parents and teachers can leverage the racial, disciplinary, and academic identities of Black girls to increase their performance in mathematics. This chapter equips teachers and parents with explicit tools to build on the trends observed in prior research. These tools can help parents and teachers build bridges to mathematics success for Black girls.

Pushed to Teach: Pedagogies and Policies for a Black Women Educator Pipeline

2017 ◽  
Vol 50 (1) ◽  
pp. 56-86 ◽  
Author(s):  
Conra D. Gist ◽  
Terrenda White ◽  
Margarita Bianco
Keyword(s):  
Black Women ◽  
Education Reform ◽  
Educational Equity ◽  
Black Girls ◽  
Collective Learning ◽  
Social Emotional ◽  
Black Feminist ◽  
12Th Grade ◽  
Educational Spaces ◽  
Feminist Theories

This research study examines the learning experiences of 11th- and 12th-grade Black girls participating in a precollegiate program committed to increasing the number of Teachers of Color entering the profession by viewing a teaching career as an act of social justice committed to educational equity. The pipeline functions as an education reform structure to disrupt pedagogies and policies that push Black girls out of educational spaces at disproportionate rates by instead pushing Black girls to teach. Critical race and Black feminist theories are utilized to analyze interviews from Black girls over a 5-year period of the program and composite characters are developed to spotlight key findings that allow us to (a) better understand and amplify the collective learning and social-emotional experiences of Black girls in the program, (b) highlight and critique the challenges and possibilities for positively pushing Black girls’ intellectual identities as students and future teachers via pedagogies and supports, (c) identify spaces and structures in schools that can resist and combat the marginalization of Black girls’ agency and genius, and (d) consider implications for the development of Black Women Educator pipelines.

A Meta-Ethnographic Review of the Experiences of African American Girls and Young Women in K–12 Education

2018 ◽  
Vol 88 (4) ◽  
pp. 508-546 ◽  
Author(s):  
Alaina Neal-Jackson
Keyword(s):  
Black Women ◽  
Critical Race Theory ◽  
African American Girls ◽  
Public Schooling ◽  
School Officials ◽  
Occupational Success ◽  
School Norms ◽  
And Gender ◽  
Young Black Women ◽  
K 12

There has been a paucity of research on the educational experiences of young Black women in U.S. K–12 education. Although both Black male and female students experience constrained opportunities to learn, the popular and academic conversation has almost unilaterally focused on the plight of Black boys and men. Drawing on critical race theory, this meta-ethnographic literature review synthesizes what is currently known about the advantages and obstacles young Black women encounter within public schooling contexts given their marginalized racial and gender identities. The data were drawn from a careful systematic search of electronic databases, key journals, books, and the reference lists of key articles, which yielded 37 sources for review. The analysis revealed that school officials positioned young Black women to be undisciplined in their academic habits and unequivocally misaligned with school norms. As such, they were viewed as unapproachable, unteachable, and ultimately fully responsible for the limited academic opportunities they experienced. On the other hand, young Black women spoke of themselves as highly ambitious and driven learners. They felt unfairly handicapped in their pursuit of educational and occupational success at the hands of school officials who misconstrued their identities, and given institutional policies that targeted them and failed to meet their needs. The review discusses implications of these varied perspectives in viewing the school experiences of young Black women and offers future directions for study and practice.

scholarly journals Advantage of the F2:A1:B- IncF Pandemic Plasmid over IncC Plasmids in In Vitro Acquisition and Evolution of blaCTX-M Gene-Bearing Plasmids in Escherichia coli

2019 ◽  
Vol 63 (10) ◽  
Author(s):  
Anne-Claire Mahérault ◽  
Harry Kemble ◽  
Mélanie Magnan ◽  
Benoit Gachet ◽  
David Roche ◽  
...  
Keyword(s):  
Escherichia Coli ◽  
Experimental Evolution ◽  
Negative Impact ◽  
Fitness Cost ◽  
M Gene ◽  
Content Type ◽  
E Coli ◽  
Conjugative Plasmids ◽  
K 12

ABSTRACT Despite a fitness cost imposed on bacterial hosts, large conjugative plasmids play a key role in the diffusion of resistance determinants, such as CTX-M extended-spectrum β-lactamases. Among the large conjugative plasmids, IncF plasmids are the most predominant group, and an F2:A1:B- IncF-type plasmid encoding a CTX-M-15 variant was recently described as being strongly associated with the emerging worldwide Escherichia coli sequence type 131 (ST131)-O25b:H4 H30Rx/C2 sublineage. In this context, we investigated the fitness cost of narrow-range F-type plasmids, including the F2:A1:B- IncF-type CTX-M-15 plasmid, and of broad-range C-type plasmids in the K-12-like J53-2 E. coli strain. Although all plasmids imposed a significant fitness cost to the bacterial host immediately after conjugation, we show, using an experimental-evolution approach, that a negative impact on the fitness of the host strain was maintained throughout 1,120 generations with the IncC-IncR plasmid, regardless of the presence or absence of cefotaxime, in contrast to the F2:A1:B- IncF plasmid, whose cost was alleviated. Many chromosomal and plasmid rearrangements were detected after conjugation in transconjugants carrying the IncC plasmids but not in transconjugants carrying the F2:A1:B- IncF plasmid, except for insertion sequence (IS) mobilization from the fliM gene leading to the restoration of motility of the recipient strains. Only a few mutations occurred on the chromosome of each transconjugant throughout the experimental-evolution assay. Our findings indicate that the F2:A1:B- IncF CTX-M-15 plasmid is well adapted to the E. coli strain studied, contrary to the IncC-IncR CTX-M-15 plasmid, and that such plasmid-host adaptation could participate in the evolutionary success of the CTX-M-15-producing pandemic E. coli ST131-O25b:H4 lineage.

The mediating role of entrepreneurial ambition in the relationship between entrepreneurial efficacy and entrepreneurial drive for female nascent entrepreneurs

2019 ◽  
Vol 35 (1) ◽  
pp. 76-91
Author(s):  
Randi L. Sims ◽  
Ravi Chinta
Keyword(s):  
Black Women ◽  
Gender Discrimination ◽  
White Women ◽  
The State ◽  
Direct Effects ◽  
Cross Sectional ◽  
Content Type ◽  
Mediating Role ◽  
And Gender ◽  
The Relationship

Purpose Using Vroom’s expectancy theory of motivation as a theoretical basis, this study aims to test the relationship between female entrepreneurial efficacy, entrepreneurial ambition and nascent entrepreneurial drive, accounting for the potential barriers of race and minority disadvantage. Design/methodology/approach The sample included 950 respondents comprising 213 Black women and 737 White women living in the state of Alabama, USA, who expressed an intention to starting their own business. Findings The results indicate that race and perceptions of minority disadvantage are perceived barriers in the mediated relationship between female entrepreneurial efficacy, entrepreneurial ambition and entrepreneurial drive. However, the findings suggest that, unlike race, minority disadvantage is not perceived as a significant factor in the mediated relationship between entrepreneurial confidence, entrepreneurial ambition and entrepreneurial drive. Research limitations/implications Limitations of this study include the lack of an experimental design and the use of cross-sectional data. Practical implications Results are discussed in terms of the context of the history of racial and gender discrimination within the state of Alabama, USA. Social implications The results show that the direct effects of minority disadvantage on entrepreneurial ambition are significantly higher for the Black women compared with the White women in our sample. Originality/value The results of this study show that the direct effects of minority disadvantage on entrepreneurial ambition are significantly higher for the Black women compared with the White women. For the subgroup of Black women, the greater the perception of minority disadvantage, the greater the entrepreneurial ambition reported.

“See Me, See Us”: Understanding the Intersections and Continued Marginalization of Adolescent Gifted Black Girls in U.S. Classrooms

2020 ◽  
Vol 43 (2) ◽  
pp. 86-100
Author(s):  
Brittany N. Anderson
Keyword(s):  
Black Women ◽  
Critical Race Theory ◽  
Advanced Placement ◽  
Gifted Education ◽  
Theoretical Models ◽  
Black Girls ◽  
Gender Disparities ◽  
Race Theory ◽  
Talent Identification ◽  
Gifted Programming

In current research and theoretical models that address racial inequity or gender disparities in gifted education, there is a missing narrative around high-achieving/gifted Black girls and their experiences, as well as their disproportionate underrepresentation in gifted programming, services, and Advanced Placement (AP) courses. This article highlights literature on adolescent gifted Black girls, in addition to exploring barriers and issues of marginalization that constrain the talent identification and development of this population. The study explores the narratives of gifted Black women and explores their counternarratives using Critical Race Theory and Frasier’s Talent Assessment Profile (F-TAP) framework. The article urges educators to use an intersectional lens to understand and address the needs of adolescent gifted Black girls, and provides practical tools to identify and develop talent.

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