Highlighting black female children & adolescents in literature
Literature Library Database
| Reference Title | Last Name | First Name | Reference Location | Publication Date | Source Type | Geographical Setting | Age | Keywords | Citation/Link | Abstract | Researcher | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| "The Superiority of the Mulatto" | Reuter | E. B. | American Journal of Sociology, Vol. 23, No. 1, pp. 83-106 | 01/07/1917 | unknown | children, girl, racially mixed, class, delinquincy, servant | Reuter, E. B. “The Superiority of the Mulatto.” American Journal of Sociology, vol. 23, no. 1, 1917, pp. 83–106. JSTOR, www.jstor.org/stable/2763497. Accessed 16 Mar. 2021. | This article presents information regarding the preponderance of mulatto in the U.S. A study of the more advanced groups shows a great preponderance of individuals of mixed blood and a dearth, almost an entire absence, of Afro-Americans of pure blood. In the numerous lists of exceptional Afro-Americans, published from time to time by Afro-Americans as well as by white students of race matters, there is a regular recurrence of a few names; the various lists are virtually repetitions. The dozen or score of men everywhere mentioned as having attained some degree of eminence are, in all but one or two cases, men of more Caucasian than Afro-American blood. If the attention be turned from the present situation to the ethnic composition of the exceptional Afro-Americans of the previous decades, the same preponderance of mulattoes is disclosed. The few Afro-Americans who gained prominence during the slave regime, itinerant preachers, runaway slaves, insurrectionists, and the like, were most frequently from the mixed-blood group. The little group of Afro-Americans who gained some notoriety through their being exploited by the abolitionists were mulattoes in all cases but one. The group of Afro-Americans who rose to a transient prominence during the Reconstruction period were in very few cases men of unmixed Afro-American blood. | SBW | |||
| "What Zora Went Looking For" | King | Charles | Humanities, Winter 2021, Vol. 42, Issue 1, pp. 9-9 | 01/02/2021 | New York | unknown | Girl, African American, Black, Negro | King, Charles. “What Zora Went Looking For.” Humanities, vol. 42, no. 1, Winter 2021, p. 9. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=ulh&AN=148716689&site=eds-live&scope=site. | The article features African American novelist and anthropologist Zora Hurston and her career trajectory and accomplishments. Also cited are her works as dresser and manicurist, her literary achievements, the support of Barnard College founding benefactor Annie Nathan Meyer to Hurston, and her travels with poet Langston Hughes. | AC | ||
| "We must see Black girls as the children they are" | Epstein; Pliakas | Rebecca; Toella | The Washington Post, February 3, 2021 | 01/02/2021 | Undefined | 9 | Black girl, police | Epstein, Rebecca, and Toella Pliakas. “We Must See Black Girls as the Children They Are.” The Washington Post, 3 Feb. 2021. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edsgao&AN=edsgcl.650625127&site=eds-live&scope=site. | Rochester, N.Y., police handcuffed and pepper-sprayed a 9-year-old Black girl. Would they do that to a White child? | AC | ||
| "A Traumatized Girl: Pecola's Struggle in Toni Morrison's The Bluest Eye" | Wen-hsiang | Su | Language In India. Jan, 2021, Vol. 21 Issue 1, p. 45 | 01/01/2021 | Lorain, Ohio | 11 | Toni Morrison, The Bluest Eye, African-American, racial discrimination, inferiority complex | Su, Wen-hsiang. “A Traumatized Girl: Pecola’s Struggle in Toni Morrison’s The Bluest Eye.” Language In India, vol. 21, no. 1, Jan. 2021, p. 45. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edsgao&AN=edsgcl.653985261&site=eds-live&scope=site. | NA | AC | ||
| "Innocent White Victims and Fallen Black Girls: Race, Sex Work, and the Limits of Anti–Sex Trafficking Laws" | Brooks | Siobhan | Signs: Journal of Women in Culture & Society, Winter 2021, Vol. 46 Issue 2, pp. 513-521 | 01/03/2021 | Undefined | unknown | African American girl, Human Trafficking, Feminism African American Women, Feminists | Brooks, Siobhan. “Innocent White Victims and Fallen Black Girls: Race, Sex Work, and the Limits of Anti–Sex Trafficking Laws.” Signs: Journal of Women in Culture & Society, vol. 46, no. 2, Winter 2021, pp. 513–521. EBSCOhost, doi:10.1086/710816. | In this edition of Feminist Frictions, Siobhan Brooks untangles feminist debates around sex work and sex trafficking and argues for a robust interrogation of the intersections between gender, race, and gender identification when considering proposals to criminalize, decriminalize, or legalize sex work. | AC | ||
| "Heterogeneity of Sexual Risk Profiles Among Juvenile Justice-Involved African American Girls" | Logan-Greene; Bascug; DiClemente; Voisin | Patricia; Erin W.; Ralph J.; Dexter R. | Child and Youth Care Forum, 2021. | 01/02/2021 | Atlanta, Georgia | unknown | Adolescent Girls, African American, Juvenile Justice, Latent Class Analysis, Sexual Risk | Logan-Greene Patricia, Bascug Erin W., DiClemente Ralph J., Voisin Dexter R. "Heterogeneity of Sexual Risk Profiles Among Juvenile Justice-Involved African American Girls." Child and Youth Care Forum. 2021. https://doi.org/10.1007/s10566-020-09594-x | Background: Juvenile justice-involved African American girls are considered uniformly high-risk for adverse sexual health outcomes such as sexually transmitted infections (STIs) and pregnancy; however, their sexual health statuses may be more complex. Objective: The present study assessed whether diverse subgroups of sexual risk exist and explored variations by socio-contextual indicators and sexual health outcomes. Method: The sample consisted of 188 detained African American adolescent girls. Six key sexual risk model indicators were selected for latent class analysis: early sex initiation, unprotected sex, high number of sex partners, sex while intoxicated, having sex with a recently incarcerated partner, and trading sex. Results: Results revealed a four-class solution: “Lowest Risk” (40.3%), with relatively low endorsement of sexual risk items; “Precocious Debut” (19.5%), with early sexual initiation and highest number of sex partners; “Delayed Risk” (30.3%), with later sexual debut but elevated unprotected sex and number of sex partners; and “Highest Risk” (9.9%), with the highest proportions on most indicators, but lower numbers of sex partners compared to Precocious Debut. Classes differed significantly on sexual health outcomes and demographic, neighborhood, peer, family, and individual factors. High Risk, Precocious Debut, and Delayed Risk were associated with greater prevalence of STIs. Lowest Risk and Precocious Debut classes had fewer prior pregnancies. Lowest Risk girls were significantly lower on a range of risk outcomes. Conclusions: Heterogeneous profiles of sexual risk may inform future prevention and interventions for at-risk or detained African American girls. | AC | ||
| "The Influence of Colorism on the Hair Experiences of African American Female Adolescents" | Lakindra | Mitchell D. | Genealogy, 2021, Vol 5, Iss 5, pp. 5 | 01/01/2021 | Undefined | 13 to 17 | colorism; skin tone bias; Black girls; African Americans; Black hair | Lakindra Mitchell Dove. “The Influence of Colorism on the Hair Experiences of African American Female Adolescents.” Genealogy, vol. 5, no. 5, Jan. 2021, p. 5. EBSCOhost, doi:10.3390/genealogy5010005. | This article addresses the prevalence of colorism among the hair care narratives of African American female adolescents. Eleven interviews were conducted to explore the connection between hair and sense of self and self-esteem. During data collection and analysis, the theme surrounding colorism emerged, as many participants discussed its influence on hair, recalling traumatic hair and colorist experiences. This article focuses on the analysis of these narratives using the colorist-historical trauma framework. Three themes emerged: (1) colorist experiences; (2) perceptions of good hair; and (3) the influence of White beauty standards. These themes reflect how participants conceptualized the implications of colorism and its impact on their psychosocial and emotional well-being. The article highlights how colorism is embedded in their lived experiences and how participants combated the presence of colorism perpetuated by family, peers, and society, to embrace their identities. The article outlines the implications of collective efforts to decolonize hair and promote healing and liberation through actions such as the natural hair movement, legal efforts to protect hairstyle preferences in schools and the workplace, and overall awareness of the perception of Black women in media. It also discusses shifts in attitudes, perspectives, and beliefs regarding hair among younger generations. | AC | ||
| "Afrocarnival: Celebrating Black Bodies and Critiquing Oppressive Bodies in Afrofuturist Literature" | Toliver | S.R. | Children's Literature in Education; Mar2021, Vol. 52 Issue 1, p132-148, 17p | 01/03/2021 | Undefined | unknown | Afrofuturism · Black Girls · Bahktin · Grotesque realism · Carnivalesque · Anti-blackness | Toliver, S. R. “Afrocarnival: Celebrating Black Bodies and Critiquing Oppressive Bodies in Afrofuturist Literature.” Children’s Literature in Education, vol. 52, no. 1, Mar. 2021, pp. 132–148. EBSCOhost, doi:10.1007/s10583-020-09403-y. | NA | AC | ||
| "Using the Participatory Culture-Specific Intervention Model to Improve a Positive Youth Development Program for African American Adolescent Girls" | Harper; James; Curtis; Ramey | Erin A.; Anthony G.; Chamina; Demoni | Journal of Educational & Psychological Consultation; Jan-Mar2021, Vol. 31 Issue 1, p.61-81, 21p | 01/01/2021 | Urban Midwestern city | 12 to 17 | African American adolescent girls | Harper, Erin A., et al. “Using the Participatory Culture-Specific Intervention Model to Improve a Positive Youth Development Program for African American Adolescent Girls.” Journal of Educational & Psychological Consultation, vol. 31, no. 1, Jan. 2021, pp. 61–81. EBSCOhost, doi:10.1080/10474412.2019.1652618. | This article describes the first year of a partnership between a university and a community organization working to improve and expand a community-based multigenerational mentoring program for African American adolescent girls ages 12-17. The mentoring program, set in an urban Midwestern city, is a collaboration between university researcher-consultants and the program administrator of an out-of-school time (OST) program at a local community center. Program mentors are university faculty, students, and community members. Written by an interdisciplinary research team, this manuscript centers issues in consultation during the formative (research) phases of participatory culture-specific consultation. Using the Participatory Culture-Specific Intervention Model (PCSIM) as a guiding framework, authors review the processes, successes, and challenges of the formative phases of PCSIM application. | AC | ||
| "Black girls are often treated like adults during police encounters, experts say. Rochester is just one example" | Ellis | Niquel T. | CNN Wire, Feb 12, 2021 | 01/02/2021 | Undefined | 5 to 16 | Black girls, police violence | Ellis, Nicquel T. "Black Girls Are Often Treated like Adults during Police Encounters, Experts Say. Rochester Is Just One Example.” CNN Wire, 2021. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edsgov&AN=edsgcl.651632481&site=eds-live&scope=site. | NA | AC | ||
| "Traumatic Incidents and Experiences of Racism and Sexism: Examining Associations with Components of Critical Consciousness for System-Involved Girls of Color" | Singh; Berezin; Wallach; Godfrey; Javdani | S.; MN.; LN.; E.; S. | American journal of community psychology [Am J Community Psychol] 2021 Mar; Vol. 67 (1-2), pp. 64-75. Date of Electronic Publication: 2020 Nov 29. | 01/03/2021 | Undefined | 14 | Critical action; Critical consciousness; Critical reflection; Girls; Juvenile legal system; Traumatic incidents; Youth | Singh, Sukhmani, et al. “Traumatic Incidents and Experiences of Racism and Sexism: Examining Associations with Components of Critical Consciousness for System-Involved Girls of Color.” American Journal of Community Psychology, vol. 67, no. 1–2, Mar. 2021, pp. 64–75. EBSCOhost, doi:10.1002/ajcp.12479. | Scholarship identifies critical consciousness as a key developmental asset in promoting the well-being of adolescents experiencing multiple socio-structural axes of oppression. Girls of color at acute risk for legal system involvement or re-involvement are absent from this literature. They are a critical population in which to examine this construct given their experiences of oppression and the myriad benefits of critical consciousness. The current study addresses this gap by examining traumatic incidents and experiences of racism and sexism as correlates of critical reflection and action among a sample of girls (N = 220; Mean age = 14.5 years; SD = 1.3 years). Using path analysis and multigroup modeling, we examine direct associations between these three manifestations of structural oppression and critical consciousness and explore the interplay of traumatic incidents, and racism and sexism in girls' critical consciousness development. Findings suggest that experiences of sexism and racism, uniquely and positively predict critical action, but not critical reflection. Surprisingly, girls' experiences of traumatic incidents do not predict reflection or action. Finally, multigroup analyses show no evidence that these associations vary by the interplay of traumatic incidents, racism, and sexism. Implications for community psychology values and juvenile legal system practice and policy are discussed. | AC | ||
| "Profiles of Childhood Maltreatment: Associations with Sexual Risk Behavior during Adolescence in a Sample of Racial/Ethnic Minority Girls" | Niu; Brown; Till; Salandy; Nucci-Sack; Shankar; Burk; Schlecht; Diaz | L.; J.; L.; A.; A.; V.; RD.; NF.; A. | Child development [Child Dev] 2021 Jan 14. Date of Electronic Publication: 2021 Jan 14. | 01/01/2021 | Urban area | 13 to 23 | Black adolescent girls; sexual risk behaviors | Niu, Li, et al. “Profiles of Childhood Maltreatment: Associations with Sexual Risk Behavior during Adolescence in a Sample of Racial/Ethnic Minority Girls.” Child Development, Jan. 2021. EBSCOhost, doi:10.1111/cdev.13498. | This study examines associations between childhood maltreatment and developmental trajectories of sexual risk behaviors (SRBs) in a sample of 882 sexually active adolescent girls, predominantly Hispanic or Black, assessed every 6 months between 13 and 23 years. Latent profile analyses revealed four distinct maltreatment profiles: Low Maltreatment (76%), Moderate Emotional Neglect Only (15%), Severe Physical/Emotional Abuse (3%), and Severe Sexual Abuse (6%). Multilevel growth analyses showed the Moderate Emotional Neglect Only and Severe Sexual Abuse profiles exhibited more SRBs starting in late adolescence, and the Severe Sexual Abuse profile also exhibited a faster increase than the Low Maltreatment profile. Understanding heterogeneity within maltreated populations may have important implications for healthy sexual development. | AC | ||
| "“I'm not Gonna Die Because of an STD”: Female African American Adolescents' Perspectives on how they Protected Themselves from Sexual Risks While in Foster Care" | Ross; Kools; Sieving | Christina; Susan; Renee | Journal of Pediatric Nursing, January-February, 2021 (56), pp. 47-53 | 01/01/2021 | Metropolitan area in Virginia | 18 to 20 | Adolescents; Caregivers; Communication; Contraceptives; Foster-care; Resilience. | Ross, Christina, et al. “‘I’m Not Gonna Die Because of an STD’: Female African American Adolescents’ Perspectives on How They Protected Themselves from Sexual Risks While in Foster Care.” Journal of Pediatric Nursing, vol. 56, Jan. 2021, pp. 47–53. EBSCOhost, doi:10.1016/j.pedn.2020.10.007. | Purpose: Youth in foster care are at greater risk for engaging in sexual behaviors that increase their odds of experiencing negative sexual and reproductive health (SRH) outcomes. The purpose of this qualitative study was to describe challenges faced by female African American adolescents in foster care as they tried to protect themselves from SRH risks and protective beliefs and behaviors to avoid these risks. Design and methods: Semi-structured interviews were conducted with 16 female African American adolescents, ages 18-20 years, with a history of foster care placement during adolescence. Purposive sampling was done to recruit participants from a metropolitan area in Virginia. Transcribed interviews underwent inductive thematic analysis. This paper focuses on the theme of protection from SRH risks and its subthemes of challenges that made it difficult to avoid sexual risks and protective beliefs and behaviors that facilitated avoidance of those risks. Results: Participants reported yearning for connection, partners' desire to not use condoms, and judgmental caregivers as challenges. Protective beliefs and behaviors included open communication with their caregivers about SRH, abstinence, contraceptive use, and participants' desire to be healthy. Conclusions: Study findings shed light on protective beliefs and behaviors female youth in foster care used to safeguard themselves from negative SRH outcomes. Youth at times lacked agency in sexual decision-making and contraceptive use. Practice implications: Findings highlight the importance of sexual relationships and partner communication related to contraceptive use, and offering trauma-informed interventions, including culturally sensitive counseling regarding long acting reversible contraception. | AC | ||
| "Exposure to bisphenols and asthma morbidity among low-income urban children with asthma" | Quirós-Alcalá; Hansel; McCormack; Calafat; Ye; Peng; Matsui | Lesliam; Nadia N.; Meredith; Antonia M.; Xiaoyun; Roger D.; Elizabeth C. | The Journal of Allergy and Clinical Immunology, February 2021 147(2):577-586 | 01/02/2021 | Baltimore City | 5 to 17 | African American; Asthma; BPA; BPF; BPS; asthma morbidity; childhood asthma; inner-city asthma | Quirós-Alcalá, Lesliam et al. “Exposure to bisphenols and asthma morbidity among low-income urban children with asthma.” The Journal of allergy and clinical immunology vol. 147,2 (2021): 577-586.e7. doi:10.1016/j.jaci.2020.05.031 | Background: Bisphenol A (BPA) has been linked with pediatric asthma development and allergic airway inflammation in animal models. Whether exposure to BPA or its structural analogs bisphenol S (BPS) and bisphenol F (BPF) is associated with asthma morbidity remains unknown. Objective: We examined associations between bisphenols and morbidity due to pediatric asthma. Methods: We quantified concentrations of BPA, BPS, and BPF in 660 urine samples from 148 predominantly low-income, African American children (aged 5-17 years) with established asthma. We used biobanked biospecimens and data on symptoms, health care utilization, and pulmonary function and inflammation that were collected every 3 months over the course of a year. We used generalized estimating equations to examine associations between concentrations or detection of urinary bisphenols and morbidity outcomes and assessed heterogeneity of associations by sex. Results: We observed consistent positive associations between BPA exposure and measures of asthma morbidity. For example, we observed increased odds of general symptom days (adjusted odds ratio [aOR] = 1.40 [95% C = 1.02-1.92]), maximal symptom days (aOR = 1.36 [95% CI = 1.00-1.83]), and emergency department visits (aOR = 2.12 [95% CI =1.28-3.51]) per 10-fold increase in BPA concentration. We also observed evidence of sexually dimorphic effects; BPA concentrations were associated with increased odds of symptom days and health care utilization only among boys. Findings regarding BPS and BPF did not consistently point to associations with asthma symptoms or health care utilization. Conclusion: We found evidence to suggest that BPA exposure in a predominantly low-income, minority pediatric cohort is associated with asthma morbidity and that associations may differ by sex. Our findings support additional studies, given the high pediatric asthma burden and widespread exposure to BPA in the United States. | AC | ||
| "The Last of the Nice Negro Girls" | Smith | Anna D. | Atlantic, Mar 2021, Vol. 327 Issue 2, pp. 13-17 | 01/03/2021 | Philadelphia, Pennsylvania | unknown | Negro girl, African American student | Smith, Anna Deavere. “The Last of the Nice Negro Girls.” Atlantic, vol. 327, no. 2, Mar. 2021, pp. 13–17. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edo&AN=148607116&site=eds-live&scope=site. | A personal narrative is presented which explores the author's experience of attending Beaver College, a predominantly white school in Philadelphia, Pennsylvania, as an African American student in the 1960s. | AC | ||
| "Violent arrest and pepper-spraying of 9-year-old girl causes national outrage" | Barker | Josh C. | New York Amsterdam News, 2/4/2021, Vol. 112 Issue 5, pp. 4-28 | 01/03/2021 | Rochester, New York City | 9 | African American gir, Police violence | BARKER, CYRIL JOSH. “Violent Arrest and Pepper-Spraying of 9-Year-Old Girl Causes National Outrage.” New York Amsterdam News, vol. 112, no. 5, 4 Feb. 2021, pp. 4–28. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=ulh&AN=148571419&site=eds-live&scope=site. | The article reports on the brutal arrest and pepper-spraying of a nine-year-old African American girl in Rochester, New York City which caused national outrage and major changes in policing, as of February 2021. | AC | ||
| "Reproductive coercion, intimate partner violence, and pregnancy risk among adolescent women with a history of foster care involvement" | PettyJohn; Reid; Miller; Bogen; McCauley | Morgan E.; Taylor A.; Elizabeth; Katherine W.; Heather L. | Children and Youth Services Review, January 2021,120 | 01/01/2021 | Pennsylvania | 16 to 24 | Reproductive coercion, Violence, Pregnancy, Health,Youth, Foster Care | PettyJohn, Morgan E., et al. “Reproductive Coercion, Intimate Partner Violence, and Pregnancy Risk among Adolescent Women with a History of Foster Care Involvement.” Children and Youth Services Review, vol. 120, Jan. 2021. EBSCOhost, doi:10.1016/j.childyouth.2020.105731. | Background: The current study is the first to explore the prevalence of reproductive coercion among adolescent women currently or previously involved in the U.S. foster care system. Reproductive coercion (RC), a form of intimate partner violence (IPV) involving exertion of power over a partner by controlling their reproductive health and decision making, is a significant public health concern. Existing research on RC has primarily been conducted in either healthcare settings or on college campuses. Foster youth are disproportionately impacted by both adolescent pregnancy and interpersonal violence. RC may contribute to this elevated risk. Methods: We conducted a cross-sectional survey in 2015 and 2016 of adolescent women (n = 136), ages 16–24 years old, seeking services from youth-serving agencies affiliated with a child welfare system in Pennsylvania, United States. Participants completed measures assessing RC, experiences of physical and sexual violence, sexual behaviors, and pregnancy. We used multivariable logistic regression to assess associations between RC and study outcomes. Results: The sample was predominantly African American (67.4%) and largely identified as something other than heterosexual (46.6%). Nearly one-third of the sample (30.1%) reported a history of RC, with the most common being male partners telling them not to use birth control. High rates of IPV (62.1%), lifetime pregnancy (43.4%), and unwanted pregnancy (30.9%) were also reported. RC was associated with significantly higher odds of IPV (Adjusted Odds Ratio (AOR) = 4.22, 95% Confidence Interval (CI): 1.60, 11.13), multi-perpetrator rape (AOR 3.56, 95% CI: 1.04, 12.24), pregnancy (AOR = 5.39, 95% CI: 2.14, 13.60), and unintended pregnancy (AOR 5.39, 95% CI: 2.04, 14.25). Young women reporting RC also had elevated odds for using alcohol or drugs before sex (AOR = 4.34, 95% CI: 1.72, 10.97) and having sex with a male partner 5 years or more older (AOR = 7.32, 95% CI: 2.84, 18.87). No significant differences emerged between RC and sociodemographic characteristics. Implications: These data suggest women involved in the U.S. foster care system, particularly women of color and/or LGBTQ + identified who comprised the majority of participants in the current study, may be at an increased risk for experiencing RC and other forms of IPV associated with adolescent pregnancy. In addition to efforts to prevent IPV and sexual violence, assessment for RC, healthy relationships education, and access to sexual and reproductive health care may mitigate these risks and improve outcomes for these young women. | AC | ||
| "Denied a teaching job for being 'too Black,' she started her own school - and a movement" | McHugh | Jess | The Washington Post, Feb 28, 2021 | 01/02/2021 | Washington D.C. | 20s | African American, Adolescent | McHugh, Jess. “Denied a Teaching Job for Being ‘Too Black,’ She Started Her Own School - and a Movement.” The Washington Post, 2021. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edsgov&AN=edsgcl.653359169&site=eds-live&scope=site. | NA | AC | ||
| "Mitigating the need for resiliency for Black girls: reimagining the cultural brokering through a lens of science as white property" | Wright; Riley | Christopher; Alexis | Cultural Studies of Science Education, February, 2021 | 01/02/2021 | Undefined | unknown | Cultural brokering; Resiliency; Border crossing; Black girls | Wright, C., Riley, A. "Mitigating the need for resiliency for Black girls: reimagining the cultural brokering through a lens of science as white property". Cult Stud of Sci Educ, February, 2021. https://doi.org/10.1007/s11422-020-10005-9 | NA | AC | ||
| "A Qualitative Study of Black College Women’s Experiences of Misogynoir and Anti-Racism with High School Educators" | Leath; Ware; Seward; McCoy; Ball; Pfister | Seanna; Noelle; Miray D.; Whitney N.; Paris; Theresa A. | Social Sciences, 2021, 10(1), 29 | 01/01/2021 | Undefined | 20 | black women; high school; teachers; misogynoir; anti-racism; consensual qualitative research | Leath, Seanna; Ware, Noelle; Seward, Miray D.; McCoy, Whitney N.; Ball, Paris; Pfister, Theresa A. 2021. "A Qualitative Study of Black College Women’s Experiences of Misogynoir and Anti-Racism with High School Educators" Soc. Sci. 10, no. 1: 29. https://doi.org/10.3390/socsci10010029 | A growing body of literature highlights how teachers and administrators influence Black girls’ academic and social experiences in school. Yet, less of this work explores how Black undergraduate women understand their earlier school experiences, particularly in relation to whether teachers advocated for their educational success or participated in discriminatory practices that hindered their potential. Using consensual qualitative research (CQR) methods, the present semi-structured interview study explored the narratives of 50 Black undergraduate women (mean age = 20 years) who reflected on their experiences with teachers and school administrators during high school. Five discriminatory themes emerged, including body and tone policing, exceptionalism, tokenization, cultural erasure in the curriculum, and gatekeeping grades and opportunities. Three anti-racist themes emerged, including communicating high expectations and recognizing potential, challenging discrimination in the moment, and instilling racial and cultural pride. Our findings highlight the higher prevalence of discriminatory events compared to anti-racist teacher practices, as well as how the women’s high school experiences occurred at the intersection of race and gender. The Authors discuss the need to incorporate gender and sexism into discussions of anti-racist teacher practices to address Black girls’ experiences of misogynoir. We hope our findings contribute to educational initiatives that transform the learning landscape for Black girls by demonstrating how educators can eliminate pedagogical practices that harm their development. | AC | ||
| "A Comparison of the Process and Content of Sexual Communications Among African American Adolescent Children Living in Parent and Grandparent Headed Families" | Cornelius; Okoro; Piper | Judith B.; Florence; Crystal N. | Adolescent Health, Medicine and Therapeutics, January 31, 2021, Vol. . 12, p1, 8 p. | 01/01/2021 | Metropolitan area of Virginia | 11 to 13 | adolescents, parents, grand parents, sexual communications | Cornelius, Judith B., et al. “A Comparison of the Process and Content of Sexual Communications Among African American Adolescent Children Living in Parent and Grandparent Headed Families.” Adolescent Health, Medicine and Therapeutics, vol. . 12, Jan. 2021, p. 1. EBSCOhost, doi:10.2147/AHMT.S281662. | Introduction: The process of parental sexual communication has been shown to delay the sexual debut of adolescents; however, few studies have focused on extended family members such as grandparents. The purpose of this study was to compare the process and content of sexual communications among African-American adolescent children living in parent or grandparent headed families. Methods: A secondary analysis of two de-identified datasets from 80 African-American adolescents was conducted. Results: Findings indicated that there were no significant differences in the sexual communication process in relation to facilitators p= 0.38 and barriers p =0.23 with the discussions. There were however significant differences with adolescents' attitudes (p = 0.04) and feelings regarding sexual abstinence (p =0.01), HIV prevention (p= 0.002) and teen pregnancy (p= 0.010). Discussion: Researchers can use the results of this study as a beginning point in examining the sexual communication process in grandparent-headed families. | AC | ||
| "Keeping Black Girls in School: A Systematic Review of Opportunities to Address Exclusionary Discipline Disparity" | Addington | Lynn A. | Race and Justice, February 2021 | 01/02/2021 | Undefined | unknown | African/black Americans, race/ethnicity, culturally-specific programs, race and juvenile justice, school violence, female delinquency, justice | Addington, Lynn A. “Keeping Black Girls in School: A Systematic Review of Opportunities to Address Exclusionary Discipline Disparity.” Race and Justice, Feb. 2021, doi:10.1177/2153368720988894. | A punitive legacy of the responses to school shootings in the United States is the expansion of exclusionary discipline. Black girls have disproportionately experienced this form of punishment as compared to white girls and non-Black girls of color. A small, but growing, body of research has examined the patterns and causes of this disparity. Current studies have made suggestions for possible solutions to address this disparity, but these recommendations are not readily accessible in a single location. A catalogue of these ideas could provide a useful foundation for policy development and evaluation. The present research note seeks to generate this resource by conducting a systematic review to identify and categorize recommendations aimed at reducing the discipline disparity experienced by Black girls. Based on this review, four categories emerged that center around: (1) culturally competent school programs, (2) enhanced teacher training, (3) spaces at school for empowering Black girls, and (4) trauma-informed student policies. This research note discusses these categories of recommendations using an intersectional framework and concludes with a summary of next steps to guide future research and policy work to address the disproportionate use of exclusionary discipline against Black girls. | AC | ||
| "How to discuss race with Black teens and their families" | Huff | Charlotte | Monitor On Psychology, January 2021, Vol. 52, No. 1 | 01/01/2021 | Undefined | 12 to 17 | Racism, Bias, Discrimination, Racial, Ethnic, Religious Minorities, Teens | Huff, C. (2021, January). How to discuss race with Black teens and their families. Monitor on Psychology, 52(1). http://www.apa.org/monitor/2021/01/ce-discuss-race | To best help Black teens and their families, psychologists must not only develop a comfort level with discussing racial socialization and racial identity but also be prepared to incorporate those concepts into therapy. Such discussions are more critical than ever as protests over racial injustices take center stage in the wake of high-profile police killings of African Americans including Breonna Taylor, George Floyd, and others. In fact, one federal survey showed that signs of anxiety and depression among Black Americans rose from 36% to 41% in the week following the release of the video showing Floyd’s death. And racial stressors are common among Black teens, say psychologists who study racial socialization and identity. One study found that Black adolescents experience an average of five discriminatory encounters every day, either online or in person (Journal of Applied Developmental Psychology, Vol. 66, 2020). | AC | ||
| "Centering “Grace”: Challenging Anti-Blackness in Schooling Through Motherwork Terri N. Watson, Gwendolyn S. Baxley" | Watson; Baxley | Terri N.; Gwendolyn S. | Journal of School Leadership, Vol. 31 Issue 1-2, January-March 2021 | 01/02/2021 | Undefined | 11 to 15 | anti-Blackness, Black girls, culturally responsive school leadership, motherwork, school discipline | Watson, Terri N., and Gwendolyn S. Baxley. “Centering ‘Grace’: Challenging Anti-Blackness in Schooling Through Motherwork.” Journal of School Leadership, vol. 31, no. 1–2, Jan. 2021, pp. 142–157, doi:10.1177/1052684621993085. | 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. | AC | ||
| "A Qualitative Exploration of Jezebel Stereotype Endorsement and Sexual Behaviors Among Black College Women" | Leath; Jerald; Perkings; Jones | Seanna; Morgan C.; Tiani; Martinque K. | Journal of Black Psychology, March 2021 | 01/03/2021 | Midwest and Southeast U.S. | 18 to 24 | Black college women, Jezebel stereotype, sexual decision making, qualitative methods | Leath, Seanna, et al. “A Qualitative Exploration of Jezebel Stereotype Endorsement and Sexual Behaviors Among Black College Women.” Journal of Black Psychology, Mar. 2021, doi:10.1177/0095798421997215. | Researchers suggest that the Jezebel stereotype exerts a significant influence on Black women’s sexual decision making. The current qualitative study drew upon narrative data from individual, semistructured interviews with 50 Black women (ages 18-24 years) to explore how the Jezebel stereotype influenced their sexual beliefs and behaviors. Using consensual qualitative research methods, the following four themes emerged from the data: (a) how the Jezebel plays a role in their sexual exploration, (b) how the Jezebel contributes to sexual violence against Black women, (c) how the Jezebel is a hypersexual media representation of Black women’s sexuality, and (d) how the Jezebel is a negative sexual stereotype within family contexts. Our findings contextualize the enduring role of the Jezebel stereotype as a sexual script for Black women, as we found that many participants chose to adapt their clothing choices or sexual behaviors in light of their awareness and endorsement of the stereotype. The authors discuss the implications of study findings for Black women and girls’ sexual socialization and deconstructing deficit-based ideologies of Black women’s sexuality. | AC | ||
| "Schools as Sites of Antiblack Violence: Black Girls and Policing in the Afterlife of Slavery" | Wun | Connie | Antiblackness, Duke University Press, March 2021 | 01/03/2021 | Undefined | unknown | Black girl, police violence, Black Youth Project | WUN, CONNIE. "Schools as Sites of Antiblack Violence: Black Girls and Policing in the Afterlife of Slavery." Antiblackness, edited by MOON-KIE JUNG and JOÃO H. COSTA VARGAS, Duke University Press, DURHAM; LONDON, 2021, pp. 224–243. JSTOR, www.jstor.org/stable/j.ctv1grbbwr.13. Accessed 31 Mar. 2021. | NA | AC | ||
| "Correlates of depression among Black girls exposed to violence" | Waller; Quinn; Boyd; DiClemente; Voisin | Bernadine; Camille R.; Donte; Ralph; Dexter R. | Journal of Racial and Ethnic Health Disparities (2021) | 01/01/2021 | Undefined | 12 to 17 | Black girls; depression; mental health; trauma | Waller, B., Quinn, C.R., Boyd, D. et al. Correlates of depression among Black girls exposed to violence. J. Racial and Ethnic Health Disparities (2021). https://doi.org/10.1007/s40615-020-00937-x | Depression rates for youth remanded to juvenile detention is double that of the general population and Black girls are especially vulnerable. A dearth of literature analyzes the factors that are correlated with depression among system-involved Black girls, ages 12-17 years old. We utilized personal agency to examine the relationship between risk factors (i.e., abuse history, and fear of condom negotiation) and protective factors (i.e., condom self-efficacy, and perceived social support) that might correlate with depression among Black girls exposed to violence. Findings indicate that fear of condom negotiation, abuse history and low condom self-efficacy are correlated with depressive symptomology while self-esteem and perceived social support are protective factors that may serve as a buffer against girls' feelings of helplessness and hopelessness. The findings of this study suggest several implications for prevention and intervention efforts to reduce the depression-related risks among justice-involved Black females, including strategies that promote healing within their social support networks. | AC | ||
| "Intersectional Justice for Adolescent Girls of Color" | Sanchez | Shena | Springer International Handbooks of Education Book Series (SIHE), pp. 1-28 | 01/02/2021 | Undefined | unknown | Adolescent; girls of color; Kitchen table talks; Sister circles; Identity; Punishment; Exclusion; Intersectionality | Sanchez S. (2021) Intersectional Justice for Adolescent Girls of Color. In: Mullen C.A. (eds) Handbook of Social Justice Interventions in Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-29553-0_114-1 | Although many adolescent Girls of Color (GoC) from poor and working class backgrounds maintain high academic aspirations, they experience disproportionate levels of school punishment and exclusion. These students often do not have access to safe spaces and a caring learning environment in school. They also typically lack relationships with educators who nurture their academic engagement, affirm their identity, and listen and respond to the harm they have experienced in school. This chapter describes an intersectional justice approach to educating GoC, which incorporates reparative healing methods grounded in interrogating power at the nexus of race/ethnicity, gender, socioeconomic status, immigration background, and other ascriptive dimensions. The development of this intersectional justice intervention took place across five Title I U.S. high schools through the Lavender Girls Project (LGP), a research and mentoring group focused on the academic engagement of GoC who have been subjected to punishment and exclusion in schools. Using kitchen table and sister circle focus group practices created by Women of Color, specifically Black women, the author supported, guided, and affirmed LGP participants as they explored how their multiply marginalized identities shaped their academic engagement and experiences with punishment in school. Through a deep-dive analysis of one LGP participant, Chinae, the author demonstrates how these methods can provide students, particularly GoC, with the space to examine the complexities of their identity, and dictate healing and wellness on their own terms. Recommendations for educators, who aim to employ a similar approach, are grounded in the intersectional caring practices of Women of Color who embody a humanist philosophy and care for children within the contexts of their multiply marginalized identity. | AC | ||
| "Superwomen and Sleep: an Assessment of Black College Women Across the African Diaspora" | McLaurin-Jones; Anderson; Marshall; Lashley; Carter-Nolan | T.L.; A.S.; V.J.; M.B.; P.L. | International Journal of Behavioral Medicine, 2021, Feb 28(1):130-139 | 01/02/2021 | Historically Black Colleges and Universities | 18 to 24 | Alcohol; Black college women; Sleep; Stress; Superwoman Schema. | McLaurin-Jones TL, Anderson AS, Marshall VJ, Lashley MB, Carter-Nolan PL. Superwomen and Sleep: an Assessment of Black College Women Across the African Diaspora. Int J Behav Med. 2021 Feb;28(1):130-139. doi: 10.1007/s12529-020-09930-4. Epub 2020 Sep 21. PMID: 32959215. | Background: Women and racial/ethnic minority groups in the U.S. report poor sleep health. While stress and alcohol use may contribute to sleep problems, few studies have examined the roles of stress and alcohol use on sleep among Black college women. Gender-racial ideology of Black womanhood may also play a role in sleep. This exploratory study sought to examine the relationships between stress, alcohol, ethnic-gender identity, and sleep. Method: Guided by the biopsychosocial model and intersectionality theory, a cross-sectional study design recruited undergraduate women (18-24 years) attending a Historically Black College and University (HBCU) who self-identified as Black (N = 110). Participants completed the Insomnia Severity Index, Pittsburgh Sleep Quality Index, Perceived Stress Scale, Alcohol Use Disorders Test, and Giscombe Superwoman Schema Questionnaire. Univariate and multiple linear regressions were conducted to examine independent and multiple effects of stress, alcohol, and ethnic-gender identity on insomnia and sleep quality. Results: Participants (mean age 19.4 years) represented diverse ethnic groups, 53% American, 25% African, and 20% Caribbean. Nearly 23% reported moderate to severe levels of insomnia. Scores from the Perceived Stress Scale, the Alcohol Use Disorders Test, and the Giscombe Superwoman Schema Questionnaire were independently associated with insomnia and sleep quality. In multivariate analyses, only perceived stress exhibited a significant association with insomnia and sleep quality. Conclusion: This exploratory study demonstrated that stress, excessive alcohol use, and ethnic-gender identity have relational impact on sleep health. Yet, stress may have greater importance and further research is needed to explore factors that mediated the relationship between stress and sleep. | AC | ||
| "Reproductive Coercion Among African American Female Adolescents: Associations with Contraception and Sexually Transmitted Diseases" | Kraft; Snead; Brown; Sales; Kottke; Hatfield-Timajchy; Goedken | J.M.; M.C.; J.L.; J.M.; M.J.; K.; P. | Journal of Womens Health, 2021 Mar; 30(3): 429-437 | 01/03/2021 | Undefined | 14 to 19 | African American adolescent; contraception; reproductive coercion; reproductive health; sexually transmitted diseases. | Kraft JM, Snead MC, Brown JL, Sales JM, Kottke MJ, Hatfield-Timajchy K, Goedken P. Reproductive Coercion Among African American Female Adolescents: Associations with Contraception and Sexually Transmitted Diseases. J Womens Health (Larchmt). 2021 Mar;30(3):429-437. doi: 10.1089/jwh.2019.8236. Epub 2020 Jul 13. PMID: 32667837. | Background: Among adolescents, racial disparities in reproductive health outcomes persist. The question of whether reproductive coercion (RC) influences these outcomes has received increased attention. Little is known about whether RC is independently associated with contraceptive use and having a sexually transmitted disease (STD) among African American female adolescents. Materials and Methods: Survey data for self-identified African American young women 14-19 years of age (n = 735) who accessed services at a publicly funded clinic were used to assess the extent of RC, the association between RC and other forms of intimate partner violence (IPV), and whether RC was independently associated with contraceptive use and an STD diagnosis. Results: Approximately 20% of participants had experienced RC; there was a statistically significant bivariate association between RC and other forms of IPV. In multivariate analyses, experiencing two or more forms of RC (vs. not experiencing any RC) was associated with reduced odds of contraceptive use in the past 3 months (adjusted odds ratio [aOR] = 0.46; 95% confidence interval [CI] = 0.24-0.76) and with increased odds of having an STD (aOR = 2.43; 95% CI = 2.35-4.37). Experiencing only one type of RC and experiencing other forms of IPV were not associated with the outcomes. Although ease of partner communication (aOR = 0.94; 95% CI = 0.80-0.98) was associated with having an STD, few other psychosocial variables were associated with the outcomes. Conclusions: RC is associated with reduced contraceptive use and increased STDs among African American adolescent women. Interventions to prevent and respond to RC that engage adolescent women and men are needed. | AC | ||
| "Making meaning of motherhood: Self and life transitions among African American adolescent mothers" | Cox; Lashley; Henson; Medina; Hans | S.M.; C.O.; L.G.; N.Y.; S.L. | The American Journal of Orthopsychiatry, 2021; 91(1): 120-131 | 01/02/2021 | Urban areas | unknown | Adolescent childbearing; African American adolescent; young mothers; racism; inequality | Cox SM, Lashley CO, Henson LG, Medina NY, Hans SL. Making meaning of motherhood: Self and life transitions among African American adolescent mothers. Am J Orthopsychiatry. 2021;91(1):120-131. doi: 10.1037/ort0000521. PMID: 33119334. | Although adolescent childbearing is widely viewed as a major social problem, and research suggests that young mothers and their children are at risk for poor economic and academic outcomes, these ideas may be in need of revision. Recent scholarship has pointed out that young mothers have been unfairly blamed and stigmatized for problems that should be attributed to social and economic inequality, racism, and poverty. The present study extends that research by listening to the voices of young mothers. In total, 179 urban African American women were asked at 4, 12, and 24 months after giving birth to describe how their lives had changed since becoming a mother. A team of coders content coded themes with rigorous checks for intercoder reliability. Positive themes were far more prevalent than negative themes. Motherhood was often described as a positive developmental change, providing the young women with a sense of maturity, responsibility, motivation, and commitment to placing the baby's needs ahead of their own. Motherhood was sometimes described as a life-turning point whereby young women turned away from undesirable activities and became focused on school, work, and their family's future. Challenges reflected common stresses of parenting for people of all ages, such as lack of sleep and burden of caregiving, but also limited time to socialize with friends. Findings suggest that although policymakers and professionals view adolescent parenthood as a social ill to be eradicated, for the mothers themselves, the experience is more complex, meaningful, and positive. (PsycInfo Database Record (c) 2021 APA, all rights reserved). | AC | ||
| "Reproductive coercion, intimate partner violence, and pregnancy risk among adolescent women with a history of foster care involvement" | PettyJohn; Reid; Miller; Bogen; McCauley | M.E; T.A.;E.;K.W.; H.L. | Child Youth Services Review, 2021 Jan; 120: 105731 | 01/01/2021 | Pennsylvania | 16 to 24 | Reproductive coercion; health; pregnancy; violence; youth aging out of foster care. | PettyJohn ME, Reid TA, Miller E, Bogen KW, McCauley HL. "Reproductive coercion, intimate partner violence, and pregnancy risk among adolescent women with a history of foster care involvement." Child Youth Serv Rev. 2021 Jan;120:105731. doi: 10.1016/j.childyouth.2020.105731. PMID: 33716368; PMCID: PMC7945984. | Background: The current study is the first to explore the prevalence of reproductive coercion among adolescent women currently or previously involved in the U.S. foster care system. Reproductive coercion (RC), a form of intimate partner violence (IPV) involving exertion of power over a partner by controlling their reproductive health and decision making, is a significant public health concern. Existing research on RC has primarily been conducted in either healthcare settings or on college campuses. Foster youth are disproportionately impacted by both adolescent pregnancy and interpersonal violence. RC may contribute to this elevated risk. Methods: We conducted a cross-sectional survey in 2015 and 2016 of adolescent women (n=136), ages 16-24 years old, seeking services from youth-serving agencies affiliated with a child welfare system in Pennsylvania, United States. Participants completed measures assessing RC, experiences of physical and sexual violence, sexual behaviors, and pregnancy. We used multivariable logistic regression to assess associations between RC and study outcomes. Results: The sample was predominantly African American (67.4%) and largely identified as something other than heterosexual (46.6%). Nearly one-third of the sample (30.1%) reported a history of RC, with the most common being male partners telling them not to use birth control. High rates of IPV (62.1%), lifetime pregnancy (43.4%), and unwanted pregnancy (30.9%) were also reported. RC was associated with significantly higher odds of IPV (Adjusted Odds Ratio (AOR) = 4.22, 95% Confidence Interval (CI): 1.60, 11.13), multi-perpetrator rape (AOR 3.56, 95% CI: 1.04, 12.24), pregnancy (AOR = 5.39, 95% CI: 2.14, 13.60), and unintended pregnancy (AOR 5.39, 95% CI: 2.04, 14.25). Young women reporting RC also had elevated odds for using alcohol or drugs before sex (AOR = 4.34, 95% CI: 1.72, 10.97) and having sex with a male partner 5 years or more older (AOR = 7.32, 95% CI: 2.84, 18.87). No significant differences emerged between RC and sociodemographic characteristics. Implications: These data suggest women involved in the U.S. foster care system, particularly women of color and/or LGBTQ+ identified who comprised the majority of participants in the current study, may be at an increased risk for experiencing RC and other forms of IPV associated with adolescent pregnancy. In addition to efforts to prevent IPV and sexual violence, assessment for RC, healthy relationships education, and access to sexual and reproductive health care may mitigate these risks and improve outcomes for these young women. | AC | ||
| "This exhibit from The Colored Girls Museum is reframing the conversation on Black girlhood" | Wellington | Elizabeth | The Philadelphia Inquirer, March 2021 | 01/03/2021 | Philadelphia, Pennsylvania | unknown | Black Girlhood, Black women, Art | Wellington, Elizabeth. "This exhibit from The Colored Girls Museum is reframing the conversation on Black girlhood." The Philadelphia Inquirer, March 18, 2021. Available at: https://www.inquirer.com/columnists/colored-girls-museum-vashti-dubois-adultification-black-girls-20210318.html. Accessed April 1, 2021 | NA | AC | ||
| "White Americans have weaponized the idea of girlhood" | Webster | Crystal | The Washington Post, January 2021 | 01/01/2021 | Undefined | unknown | Black Girlhood, Violence, Whiteness | Webster, Crystal. "White Americans have weaponized the idea of girlhood." The Washington Post, January 22, 2021. Available at: https://www.washingtonpost.com/outlook/2021/01/22/white-americans-have-weaponized-idea-girlhood/. Accessed April 1, 2021. | Historically, Whites have attempted to claim childhood for themselves and adulthood for African Americans, regardless of age. They have used ignorance, innocence and immaturity to avoid blame while challenging the legitimacy of Black childhood innocence. They’ve used these behaviors to make false accusations, to evade prosecution and blame, and to justify racism and maintain racial hierarchies. Ponsetto may not know this history, but she nevertheless deployed it when she attacked the young boy and then attempted to say she was too young to know what she was doing. | AC | ||
| "Through professor’s Black Girl Magic program, students mentor middle school girls in Providence" | Downing | Vicki-Ann | Providence College, February 2021 | 01/02/2021 | Rhode Island | unknown | Black Girl Magic, Black Girl | Downing, Vicki-Ann. "Through professor’s Black Girl Magic program, students mentor middle school girls in Providence." Providence College, February 01, 2021. Available at: https://news.providence.edu/through-professors-black-girl-magic-program-students-mentor-middle-school-girls-in-providence. Accessed April 2, 2021. | NA | AC | ||
| "Sophia Nahli Allison’s ‘A Love Song For Latasha’ Captures The Fullness Of Black Girlhood" | Finley | Taryn | The Huffington Post, March 2021 | 01/03/2021 | 1990's | 15 | Latasha Harlins, Black girlhood, filmmaker, Netflix | Finley, Taryn. "Sophia Nahli Allison’s ‘A Love Song For Latasha’ Captures The Fullness Of Black Girlhood." The Huffington Post, March 18, 2021. Available at: https://www.huffpost.com/entry/latasha-harlins-film-sophia-nahli-allison_n_604fd6adc5b664afe2834006. Accessed April 2, 2021. | Latasha Harlins was caring, responsible, passionate and goal-oriented. She had dreams of becoming a lawyer and building businesses to help her community. She also had a big heart. So big that the day that she met her best friend, Ty, was the same day she saved her from drowning at the hands of a group of kids trying to take advantage of her. Harlins was a 15-year-old girl who had her whole life ahead of her. And it took the world nearly 30 years after her death to see that. For far too long, her story has been limited solely to her tragic death at the hands of a Korean American liquor store owner who wrongly accused her of stealing a bottle of orange juice that cost a mere $1.79 and shot her in the back of the head. For nearly 30 years, her story has been told through the lens of trauma as the catalyst for the Los Angeles riots of 1992. Harlins’ story is more than her pain, but for decades, the only public information available about her life was about her death. Filmmaker Sophia Nahli Allison adjusted that lens when she went on a mission in 2016 to uplift Harlins’ life and shine a necessary light on the beauty of Black girlhood. The result was “A Love Song For Latasha,” a 19-minute love letter to the Black teenage girl who deserved so much better from us all. | AC | ||
| "Playing Not-So-Nicely: Respectability Politics and One Crazy Summer’s Radical Black Girl Protagonist" | Rosner | Molly | The Public Historian, 2021,43 (1): 181–196 | 01/02/2021 | Undefined | unknown | Black girl, Politics, Civil Rights Movement | Rosner, Molly. "Playing Not-So-Nicely: Respectability Politics and One Crazy Summer’s Radical Black Girl Protagonist." The Public Historian, 1 February 2021; 43 (1): 123–137. doi: https://doi.org/10.1525/tph.2021.43.1.181 | Children have always been central to the civil rights movement. Some of its most powerful moments, images, stories and legal policies focus on and revolve around children. When authors of historical fiction depict Black Girls, we see a reflection of the wider debates about the civil rights movement manifested in the specific behaviors and emotions of the characters | AC | ||
| "No Ordinary American Girl: A Peek into the Creation of Civil Rights Girl, Melody Ellison" | Speltz | Mark | The Public Historian, 2021, 43 (1): 123–137. | 01/02/2021 | Detroid | 9 | Black girl, Politics, Civil Rights Movement | Speltz, Mark. "No Ordinary American Girl: A Peek into the Creation of Civil Rights Girl, Melody Ellison." The Public Historian, 1 February 2021; 43 (1): 123–137. doi: https://doi.org/10.1525/tph.2021.43.1.123 | Just five chapters into No Ordinary Sound, nine year-old Melody Ellison makes a determined stand agains racial discrimination in her hometown of Detroit. Growing up in Detroit in 1963 amidst the lively music and car culture, Melody is an unlikely civil rights hero. | AC | ||
| "Dear Black Girl: Letters From Your Sisters on Stepping Into Your Power" | Harris | Tamara Winfrey | Berrett-Koehler Publishers, ISBN: 1523092297 | 01/03/2021 | Undefined | unknown | Black Girl Magic, Black Girl, Black women | Harris, Winfrey Tamara. Dear Black Girl: Letters from Your Sisters on Stepping into Your Power. Berrett-Koehler Publishers, Inc., 2021. | "Dear Black Girl is the empowering, affirming love letter our girls need in order to thrive in a world that does not always protect, nurture, or celebrate us. This collection of Black women's voices... is a must-read, not only for Black girls, but for everyone who cares about Black girls, and for Black women whose inner-Black girl could use some healing." - Tarana Burke, Founder of the 'Me Too' Movement. "Dear Dope Black Girl, You don't know me, but I know you. I know you because I am you! We are magic, light, and stars in the universe." So begins a letter that Tamara Winfrey Harris received as part of her Letters to Black Girls project, where she asked black women to write honest, open, and inspiring letters of support to young black girls aged thirteen to twenty-one. Her call went viral, resulting in a hundred personal letters from black women around the globe that cover topics such as identity, self-love, parents, violence, grief, mental health, sex, and sexuality. In Dear Black Girl, Winfrey Harris organizes a selection of these letters, providing "a balm for the wounds of anti-black-girlness" and modeling how black women can nurture future generations. Each chapter ends with a prompt encouraging girls to write a letter to themselves, teaching the art of self-love and self-nurturing. Winfrey Harris's The Sisters Are Alright explores how black women must often fight and stumble their way into alrightness after adulthood. Dear Black Girl continues this work by delivering pro-black, feminist, LGBTQ+ positive, and body positive messages for black women-to-be--and for the girl who still lives inside every black woman who still needs reminding sometimes that she is alright. | AC | ||
| "Policy as Punishment and Distraction: The Double Helix of Racialized Sexual Harassment of Black Girls" | Wilmot; Migliarini; Ancy Annamma | Jennifer M.; Valentina; Subini | Educational Policy; Mar2021, Vol. 35 Issue 2, p347-367, 21p | 01/03/2021 | Midwestern school district | 11 to 18 | Black girls, sexual harassment, race, education policy, disability critical race theory | Wilmot, Jennifer M., et al. “Policy as Punishment and Distraction: The Double Helix of Racialized Sexual Harassment of Black Girls.” Educational Policy, vol. 35, no. 2, Mar. 2021, pp. 347–367. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edb&AN=148906207&site=eds-live&scope=site. | Black girls' experiences with sexual harassment in schools remain critically understudied. To mediate this void, this study explored the role of educators and school policy as disrupting or perpetuating racialized sexual harassment toward them. Using a disability critical race theory (DisCrit) framework, we argue educator response and education policy create a nexus of subjugation that makes Black girls increasingly vulnerable to experience racialized sexual harassment at the hands of adults and peers, while largely failing to provide protection from or recourse for such harassment. | AC | ||
| "Hometown Glory" | Oyeniyi | Doyin | Texas Monthly. Feb2021, Vol. 49 Issue 2, p30-35. 3p. | 01/02/2021 | Texas and Colorado | unknown | African American girls | Oyeniyi, Doyin. “Hometown Glory.” Texas Monthly, vol. 49, no. 2, Feb. 2021, pp. 30–35. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=ulh&AN=148025186&site=eds-live&scope=site. | The article features artist Deborah Roberts and her accomplishments as of February 2021. Also cited are the collages created by Roberts that focused on the experiences of African American girls like her 2018 mixed-media work titled "Red, white and blue," her growing up years in East Austin, Texas, her Not Just Art Gallery in West Lake Hills, and her scheduled exhibition "I'm" at the Museum of Contemporary Art Denver in Colorado in the fall. | AC | ||
| "The Hate U Give" | Burchell | Lana | Social Work & Christianity. Summer2021, Vol. 48 Issue 2, p220-222. 3p. | 01/03/2021 | Undefined | 16 | African American girl, black girl | Burchell, Lana. “The Hate U Give.” Social Work & Christianity, vol. 48, no. 2, Summer 2021, pp. 220–222. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=sih&AN=149634306&site=eds-live&scope=site. | NA | AC | ||
| "A Mixed-Studies Review of the School-to-Prison Pipeline and a Call to Action for School Nurses" | Aronowitz; Kim; Aronowitz | Shoshana V.; BoRam; Teri | Journal of School Nursing (J SCH NURS (ALLEN PRESS)), Feb2021; 37(1): 51-60. (10p) | 01/02/2021 | Undefined | unknown | black girl, school nursing, school-aged youth, school-to-prison pipeline, minoritized youth, systemic racism | Aronowitz, Shoshana V., et al. “A Mixed-Studies Review of the School-to-Prison Pipeline and a Call to Action for School Nurses.” Journal of School Nursing, vol. 37, no. 1, Feb. 2021, pp. 51–60. EBSCOhost, doi:10.1177/1059840520972003 | Zero-tolerance school disciplinary policies have contributed to the proliferation of exclusionary practices, which increase the risk that minoritized students will be harmed by the school-to-prison pipeline (STPP). The purpose of this review was to explore factors that influence the STPP and highlight the role school nurses can play in protecting students from this public health crisis. We used a systematic mixed-studies review method, and 14 studies were included. Exclusionary discipline disproportionately affects minoritized students, but decreased student–teacher ratios, wellness-focused environments, and lower levels of school punishment can improve student achievement and health. The National Association of School Nurses position statement provides a framework to guide school nurses in the dismantlement of the STPP. School nurses should advocate for their position on the interdisciplinary team, funding for alternative disciplinary programs, abolition of school policing, restorative justice approaches, support for at-risk students, and anti-racism education programs for all school staff. | AC | ||
| "Diversity Is Not Enough" | Lemieux | Jamilah | Nation. 3/22/2021, Vol. 312 Issue 6, p18-21. 4p. 2 Color Photographs. | 01/03/2021 | Undefined | unknown | Black girl | Lemieux, Jamilah. “Diversity Is Not Enough.” Nation, vol. 312, no. 6, Mar. 2021, pp. 18–21. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pwh&AN=149060951&site=eds-live&scope=site. | NA | AC | ||
| "Addressing Racism and Implicit Bias—Part 1: A Response to the Framework for Effective Discipline" | Sevon; Levi-Nielsen; Tobin | Mawule A.; Shana; Renée M. | Communique (0164775X); Jan/Feb2021, Vol. 49 Issue 5, p10-12, 3p | 01/01/2021 | Undefined | unknown | Black girls | Sevon, Mawule A., et al. “Addressing Racism and Implicit Bias—Part 1: A Response to the Framework for Effective Discipline.” Communique (0164775X), vol. 49, no. 5, Jan. 2021, pp. 10–12. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=eue&AN=147903850&site=eds-live&scope=site. | The article focuses on the growing emphasis on social justice, school psychologists are increasingly aware of racism in schools and its impact on students. It mentions that how practices based on biases negatively impact the lives of Black and Indigenous students of color. It also mentions that racial socialization in the context of education defining implicit bias. | AC | ||
| "A Purse Full of Black" | Maluleke | Vuyetwa | Boston Review. 2021, Vol. 46 Issue 1, p143-147. 5p. | 01/01/2021 | Undefined | unknown | Black girl | Maluleke, Vuyetwa. “A Purse Full of Black.” Boston Review, vol. 46, no. 1, Jan. 2021, pp. 143–147. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pwh&AN=148613996&site=eds-live&scope=site. | The poem "A PURSE FULL OF BLACK" by Vuyelwa Maluleke is presented. First Line: My tooth is so honest it aches; Last Line: This body is work. This body is a needle looking for a damage. | AC | ||
| "Monique W. Morris: Pushout: The Criminalization of Black Girls in Schools" | Massen | Yael | Journal of Youth and Adolescence. Jan, 2021, Vol. 50 Issue 1, p208, 4 p. | 01/01/2021 | Undefined | unknown | Black girls | Massen, Yael. “Monique W. Morris: Pushout: The Criminalization of Black Girls in Schools; New York, The New Press, 2016, 282 Pp, ISBN: 978-1-62097-342-4.” Journal of Youth and Adolescence, vol. 50, no. 1, Jan. 2021, p. 208. EBSCOhost, doi:10.1007/s10964-020-01333-8. | NA | AC | ||
| "'Mismatched Yet Perfectly Puzzled': Collage and/as Black Girls' Literacies in Piecing Me Together" | Grice; Rebellino; Murphy | Karly Marie; Rachel L. Rickard; Caitlin | Bookbird: A Journal of International Children's Literature. 59(1):16-27 | 01/03/2021 | Undefined | unknown | Black girlhood, Black girls | Grice, Karly Marie, et al. “‘Mismatched Yet Perfectly Puzzled’: Collage and/as Black Girls’ Literacies in Piecing Me Together.” Bookbird: A Journal of International Children’s Literature, vol. 59, no. 1, Mar. 2021, pp. 16–27. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edspmu&AN=edspmu.S1918698321100062&site=eds-live&scope=site. | In their work on Black girls' literacies, Muhammad and Haddix demonstrate the importance of centering and valuing texts that both celebrate Black girlhood and speak to specific aspects of literacy, particularly multimodality and criticality. Drawing upon their call and framework, in this article we examine Renée Watson's Piecing Me Together (2017) as a text that celebrates art and Black girls' literacies. Our analysis focuses on how Watson uses collage—the action, the artwork, and the conceptual metaphor—to address identity and history (re)making in the Black diaspora for Jade, her protagonist. | AC | ||
| "Effectiveness of Mindfulness-Based Cognitive Therapy-Child With Youth Who Have a Parent Diagnosed With Bipolar I Disorder" | Bruns; Guardia; Brubaker; Farrow; Cotton; DeIBello | Kaitlyn; Amanda La; Michael; Jenni; Sian; Melissa | Journal of Mental Health Counseling; Jan2021, Vol. 43 Issue 1, p59-74, 16p | 01/01/2021 | Undefined | 15 and 16 | African American girl | Bruns, Kaitlyn, et al. “Effectiveness of Mindfulness-Based Cognitive Therapy-Child With Youth Who Have a Parent Diagnosed With Bipolar I Disorder.” Journal of Mental Health Counseling, vol. 43, no. 1, Jan. 2021, pp. 59–74. EBSCOhost, doi:10.17744/mehc.43.1.04. | Youth who have parents with bipolar I disorder appear to be most at risk for developing early-omet bipolar symptoms. The current study examined how one group counseling intervention, mindfulness-based cognitive therapy-child, may improve emotional awareness and in/luence the family environment over d 12-week treatment internal for a group of youth aged 1 1-16. Improving emotional awareness and the Almily environment may help slow symptom expression for youth at risk for developing bipWar I disorder. Changes iii depressive symptoms for each participant were assessed using a Ningle-case research design method to help better understand tlze mechanisms of change throughout treatment. While mults indicate changes in emotional awareness, the majority were statistically nonsignificant, Notably, participants' perception of control significantly changed, and participants reported significant positive changes in family environment. Some participants experienced decreases iii depression over the course of the intervention. | AC | ||
| "'Libertie' imagines the whole of a Black girl's self-determination" | Gray | Arielle | Christian Science Monitor. 3/31/2021, pN.PAG. 0p. | 01/03/2021 | Massachusetts | unknown | Black girl, dark-skinned girl | Arielle Gray Correspondent. “‘Libertie’ Imagines the Whole of a Black Girl’s Self-Determination.” Christian Science Monitor, Apr. 2021, p. N.PAG. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pwh&AN=149578380&site=eds-live&scope=site. | NA | AC | ||
| "Nishaun T. Battle: Black Girlhood, Punishment, and Resistance: Reimagining Justice for Black Girls in Virginia" | Hutwagner | Catherine | Journal of Youth and Adolescence. Jan, 2021, Vol. 50 Issue 1, p212, 3 p. | 01/01/2021 | Virginia | unknown | Black girlhood, Black girls | Hutwagner, Catherine. “Nishaun T. Battle: Black Girlhood, Punishment, and Resistance: Reimagining Justice for Black Girls in Virginia; Taylor & Francis, New York, NY, 2020, 155 Pp, ISBN 9781138288942.” Journal of Youth and Adolescence, vol. 50, no. 1, Jan. 2021, p. 212. EBSCOhost, doi:10.1007/s10964-020-01335-6. | NA | AC | ||
| "Keep Swinging" | Finney | Carolyn | Earth Island Journal. Spring 2021, Vol. 36 Issue 1, p12-13. 2p. 2 Color Photographs. | 01/01/2021 | New York | unknown | Black girl | Finney, Carolyn. “Keep Swinging.” Earth Island Journal, vol. 36, no. 1, Spring 2021, pp. 12–13. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pwh&AN=148896975&site=eds-live&scope=site | For three days after the Biden inauguration, I nursed an emotional hangover. Exactly one hundred years before my birth, Duncanson, a man of African and European ancestry, whose brown body marked him as possible property at a time when our collective humanity was in question, made a painting of a landscape with a rainbow symbolizing promise, possibility, and the future. I sat up in my seat when Roy Blunt, the Republican Senator from Missouri, presented our newly minted President, Joe Biden, with a painting entitled Landscape with Rainbow by artist Robert S. Duncanson. | AC | ||
| "The Hill We Climb" | Gorman | Amanda | Vital Speeches of the Day. Mar 2021, Vol. 87 Issue 3, p64-64. 1p. | 01/03/2021 | Undefined | unknown | Black girl | Gorman, Amanda. “The Hill We Climb.” Vital Speeches of the Day, vol. 87, no. 3, Mar. 2021, p. 64. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pwh&AN=149006655&site=eds-live&scope=site. | The article presents a speech by Amanda Gorman, National Youth Poet Laureate, delivered at inauguration of President Joe Biden, at U.S. Capitol, Washington, D.C. on January 20, 2021. Topics discussed include skinny Black girl descended from slaves and raised by a single mother; democracy can be periodically delayed and era of just redemption. | AC | ||
| "Linea Nigra" | Finney | Nikki | Sewanee Review; Winter 2021, Vol. 129 Issue 1, p1-13, 13p | 01/01/2021 | Undefined | unknown | Black girl | FINNEY, NIKKY. “Linea Nigra.” Sewanee Review, vol. 129, no. 1, Winter 2021, pp. 1–13. EBSCOhost, doi:10.1353/sew.2021.0010. | The poem "LINEA NIGRA" by Nikky Finney is presented. | AC | ||
| "Black History Month: Rock Hill prosecutor, first York County Black female magistrate" | Dys | Andrew | Herald, The (Rock Hill, SC). 02/28/2021. | 01/02/2021 | Undefined | unknown | African-American girls | Dys, Andrew. “Black History Month: Rock Hill Prosecutor, First York County Black Female Magistrate.” Herald, The (Rock Hill, SC), 28 Feb. 2021. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pwh&AN=2W6866466545&site=eds-live&scope=site. | NA | AC | ||
| "The Underground Railroad: A historic cast of characters" | Stafford | Tom | Springfield News-Sun (OH). 02/28/2021. | 01/02/2021 | Undefined | 16 | Black girl, colored girl | Stafford, Tom. “The Underground Railroad: A Historic Cast of Characters.” Springfield News-Sun (OH), 28 Feb. 2021. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pwh&AN=2W6445430264&site=eds-live&scope=site. | NA | AC | ||
| "Houston rapper That Girl Lay Lay to star in new Nickelodeon comedy series" | Stewart | Shelby | Houston Chronicle (TX). 03/22/2021. | 01/03/2021 | Houston | 13 | African-American girl | Stewart, Shelby. “Houston Rapper That Girl Lay Lay to Star in New Nickelodeon Comedy Series.” Houston Chronicle (TX), 22 Mar. 2021. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pwh&AN=2W61815456723&site=eds-live&scope=site. | NA | AC | ||
| "Repositioning Black Girls in Mathematics Disposition Research: New Perspectives from QuantCrit" | Young; Cunningham | Jemimah; Jahneille | Investigations in Mathematics Learning; 2021, Vol. 13 Issue 1, p29-42, 14p | 01/01/2021 | Undefined | unknown | Black girls, high school, mathematics dispositions, QuantCrit | Young, Jemimah, and Jahneille A. Cunningham. “Repositioning Black Girls in Mathematics Disposition Research: New Perspectives from QuantCrit.” Investigations in Mathematics Learning, vol. 13, no. 1, Jan. 2021, pp. 29–42. EBSCOhost, doi:10.1080/19477503.2020.1827664. | Young Black women face dual marginality in the classroom due to longstanding racial and gender stereotypes. However, critical examinations of their academic dispositions remain relatively absent from current discourse on Black student achievement. The mathematics dispositions of Black girls (N = 1707) who completed the High School Longitudinal Study of 2009/2012 (HSLS:09/12) were analyzed through cluster analysis. The results of this study suggest that the mathematics dispositions of young Black women can be characterized in four distinct categories. Within these categories, several trends that carry direct implications for the preparation and motivation of young Black women in mathematics are provided. | AC | ||
| "The Black Youth Suicide Epidemic" | Baker | Araya | Psychotherapy Networker Magazine. Jan/Feb2021, Vol. 45 Issue 1, p36-60. 6p. 2 Color Photographs. | 01/01/2021 | Undefined | unknown | Black youth, Poor people, Identity (Psychology), Suicide victims, Minorities, Mental health, Suicidal behavior in youth, Oppression (Psychology) | Baker, Araya. “THE Black Youth Suicide Epidemic.” Psychotherapy Networker Magazine, vol. 45, no. 1, Jan. 2021, pp. 36–60. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=sih&AN=147832097&site=eds-live&scope=site. | Hanging in There: Creating Lifelines for Today's Kids During a session back in 2016, Trevor, a student at the high school where I worked, quietly told me he felt suicidal. It turns out that Carissa was trying to help several classmates keep up with the instructor's fast-paced lectures, and she even tutored them outside of class, essentially doing this teacher a favor. Carissa, like many well-intentioned yet misunderstood Black girls, was facing the harsh reality that her teacher could see only what he already believed: that her attempts to reason with him were evidence of a tough, abrasive demeanor. I saw many educators adultify Black girls, as Carissa's teacher did, by responding to their missteps with disciplinary action that was often harsher than many would consider developmentally appropriate. | AC | ||
| "School Districts Must Embrace Social Responsibility" | Johnson | Lin III | Stanford Social Innovation Review. Winter2021, Vol. 19 Issue 1, p59-60. 2p. 1 Color Photograph | 01/01/2021 | Undefined | 9 | Black girl | Johnson III, Lin. “School Districts Must Embrace Social Responsibility.” Stanford Social Innovation Review, vol. 19, no. 1, Winter 2021, pp. 59–60. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pwh&AN=147082109&site=eds-live&scope=site. | Weaving through the barren roads of North Memphis, Tennessee, I drive past rows of blighted homes, a tattered gas station with the sole grocery store, and a few bus stops hidden in the grass. Unaffordable housing options | With the rising cost of housing in major cities, teachers struggle to live near their schools, and students are relegated to poor or unstable living conditions. California's Monterey Peninsula Unified School District is building subsidized teacher residences to reduce commuting time, recruit talent, and relieve financial burdens on teachers. | AC | ||
| "Ghost in a Black Girl's Throat" | Rae | Khalisa | Publishers Weekly. Feb 15, 2021, Vol. 268 Issue 7, p162, 2 p. | 01/02/2021 | Undefined | unknown | Black girl | Rae, Khalisa. “Ghost in a Black Girl’s Throat.” Publishers Weekly, no. 7, 2021, p. 162. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edsgbc&AN=edsgcl.652688157&site=eds-live&scope=site. | NA | AC | ||
| "Decoding Race, Gender, and Discipline: Biased perceptions of girls of color often lead to their unfair exclusion" | Duchesneau; Patrick | Nancy; Kayla | Principal; Mar/Apr2021, Vol. 100 Issue 4, p16-19, 4p | 01/03/2021 | Undefined | unknown | Student suspension, High school girls, Elementary school principals, Gender, Color vision | DUCHESNEAU, NANCY, and KAYLA PATRICK. “Decoding Race, Gender, and Discipline: Biased Perceptions of Girls of Color Often Lead to Their Unfair Exclusion.” Principal, vol. 100, no. 4, Mar. 2021, pp. 16–19. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=eue&AN=149164988&site=eds-live&scope=site. | The article discusses girls of color face race- and gender-based barriers embedded within school discipline policies, dress codes, and codes of conduct. Topics include replacing exclusionary discipline practices and policies with alternatives that focus on building; and students who attend schools with lower suspension rates have less likely to interact with the prison system. | AC | ||
| "The Future Is Black and Female: A Collaborative Conversation" | Clark; Cueto; Hinton; Hughes; Toliver | Shanetia; Desiree; KaaVonia; LeKeisha; Stephanie | ALAN Review; Winter2021, Vol. 48 Issue 2, p5-12, 8p | 01/01/2021 | Undefined | unknown | Black girl, Black girls | Clark, Shanetia, et al. “The Future Is Black and Female: A Collaborative Conversation.” ALAN Review, vol. 48, no. 2, Winter 2021, pp. 5–12. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=eue&AN=149389501&site=eds-live&scope=site. | An interview with scholars Shanetia Clark, Desiree W. Cueto, KaaVonia Hinton, LeKeisha Hughes and Stephanie Toliver is presented. Topics discussed include the concepts of young adult literature (YAL), Black futurity and Afrofuturism, and educational justice. Also mentioned are racial/gender equality, multiculturalism, and challenges facing Black authors and scholars. | AC | ||
| "Colorado officers won't be charged for detaining Black girls" | Slevin; Nieberg | Colleen; Patty | Canadian Press, The. 01/08/2021. | 01/01/2021 | Colorado | 6 to 17 | Black girls | Colleen Slevin and Patty Nieberg. “Colorado Officers Won’t Be Charged for Detaining Black Girls.” Canadian Press, The. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pwh&AN=MYO375253631521&site=eds-live&scope=site. Accessed 9 Apr. 2021. | NA | AC | ||
| "Amanda Gorman, inaugural poet, says security guard questioned if she lived in her own building" | Ormseth | Matthew | Los Angeles Times (CA). 03/06/2021. | 01/03/2021 | Los Angeles | 16 and 22 | Black girl | Ormseth, Matthew. “Amanda Gorman, Inaugural Poet, Says Security Guard Questioned If She Lived in Her Own Building.” Los Angeles Times (CA), 6 Mar. 2021. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pwh&AN=2W63153286802&site=eds-live&scope=site. | NA | AC | ||
| "The Black girl who defied segregation, inspiring MLK and Jackie Robinson" | Dobrow | Martin | The Washington Post. Feb 1, 2021 | 01/02/2021 | Undefined | unknown | Black girl | Dobrow, Martin. “The Black Girl Who Defied Segregation, Inspiring MLK and Jackie Robinson.” The Washington Post, 2021. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edsgov&AN=edsgcl.650359087&site=eds-live&scope=site. | NA | AC | ||
| "Black Girl Future" | Burke | Tanara | Essence. Jan/Feb2021, Vol. 52 Issue 1, p66-68. 3p. 1 Color Photograph. | 01/01/2021 | Undefined | unknown | Black girls | BURKE, TARANA. “Black Girl Future.” Essence, vol. 52, no. 1, Jan. 2021, pp. 66–68. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=ulh&AN=148131690&site=eds-live&scope=site. | A physicist once said that gravity is the curvature of the universe, caused by massive bodies, which determine the path that objects travel. Maybe she whispered it to Audre Lorde in passing, because Audre knew it, too. Octavia Butler prepared us, too, because she saw what was coming and came back to seed Stacey Abrams - whose favorite book is Butler's Dawn, about a single Black woman who is tasked with helping to save humanity. | AC | ||
| "Latasha Harlins' name sparked an LA movement. 30 years later, her first memorial is up" | Brown | Kailyn | Los Angeles Times (CA). 02/02/2021. | 01/02/2021 | Los Angeles | 15 | Black girl, Black girls | Brown, Kailyn. “Latasha Harlins’ Name Sparked an LA Movement. 30 Years Later, Her First Memorial Is Up .” Los Angeles Times (CA), 2 Feb. 2021. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pwh&AN=2W64125953968&site=eds-live&scope=site. | NA | AC | ||
| "Book it: Pittsburgh artists create Carnegie Library cards to open the pages for all" | Klimovich Harrop | JoAnne | Pittsburgh Tribune Review (PA). 03/16/2021. | 01/03/2021 | Pittsburgh | unknown | Black girl, Black girl magic | Klimovich Harrop, JoAnne. “Book It: Pittsburgh Artists Create Carnegie Library Cards to Open the Pages for All.” Pittsburgh Tribune Review (PA), 16 Mar. 2021. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pwh&AN=2W61269311307&site=eds-live&scope=site. | NA | AC | ||
| "Out of The Cage" | Merat | Arron | Prospect; Apr2021, Issue 296, p58-60, 3p, 2 | 01/04/2021 | Undefined | unknown | Black girl | MERAT, ARRON. “Out of the Cage.” Prospect, no. 296, Apr. 2021, pp. 58–60. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=hus&AN=149004476&site=eds-live&scope=site. | The article focuses on BBC documentaries by filmmaker Adam Curtis which portrays emotionally compelling footage like a teenage black girl's call for violence. Topics discussed his efforts to use modelling and monitoring practices to attempts by the British Empire to use mass data collection; dealing with racism, anger, and violence in films; and concern for human freedom in his films. | AC | ||
| "‘AfroPoP’ Explores Fullness of African Diaspora: The 13th Season of Documentary Series Features Talented Directors" | Siler | Brenda C. | Washington Informer. 4/1/2021, Vol. 56 Issue 24, p33-33. 2/3p. | 01/04/2021 | Undefined | unknown | Black girl | Siler, Brenda C. “‘AfroPoP’ Explores Fullness of African Diaspora: The 13th Season of Documentary Series Features Talented Directors.” Washington Informer, vol. 56, no. 24, Apr. 2021, p. 33. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pwh&AN=149578561&site=eds-live&scope=site. | NA | AC | ||
| "Mary Wilson, Motown legend and co-founder of the Supremes, dies at 76" | Taylor | Derrick Bryson | Hamilton Spectator, The (ON). 02/10/2021. | 01/02/2021 | Undefined | unknown | Black girl, Black girls | Taylor, Derrick Bryson. “Mary Wilson, Motown Legend and Co-Founder of the Supremes, Dies at 76.” Hamilton Spectator, The (ON), 10 Feb. 2021. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pwh&AN=Q4KHSON2021021060124245&site=eds-live&scope=site. | NA | AC | ||
| "A New Name And A New Start For A Breakfast Staple" | Craig; Savannah; Hoda; Anne | Melvin; Guthrie; Kotb; Thompson | Today Show (NBC). 02/10/2021. | 01/02/2021 | Undefined | unknown | Black girl | CRAIG MELVIN, et al. “A New Name And A New Start For A Breakfast Staple.” Today Show (NBC). EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pwh&AN=32U4065732837TOS&site=eds-live&scope=site. Accessed 9 Apr. 2021. | NA | AC | ||
| "There Is Possible Progress In The Battle Against The Coronavirus" | Green | Annie-Marie | CBS Morning News. 02/04/2021. | 01/02/2021 | Undefined | 9 | Black girl | Anne-Marie Green. “There Is Possible Progress In The Battle Against The Coronavirus, CBS.” CBS Morning News. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pwh&AN=32U0027019849CEN&site=eds-live&scope=site. Accessed 10 Apr. 2021. | NA | AC | ||
| "Chloe X Halle" | Welteroth | Elaine | TIME Magazine. 2021, Vol. 197 Issue 7/8, p86-87. 2p. 1 | 01/03/2021 | Undefined | unknown | Black girl | Welteroth, Elaine. “Chloe X Halle.” TIME Magazine, vol. 197, no. 7/8, Mar. 2021, pp. 86–87. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=ulh&AN=148811756&site=eds-live&scope=site. | The article profiles Chloe x Halle, an R&B duo composed of sisters Chloe and Halle Bailey, and one of Time's Next 100 Most Influential People in the World for 2021 | AC | ||
| "Girlhood (It's complicated): An Exhibition Exploring the Politics of Girlhood" | Franz; Bercaw; Cohen; Loza; Vong | Kathleen; Nancy; Kenneth; Mireya; Sam | Public Historian; Feb2021, Vol. 43 Issue 1, p138-163, 26p | 01/02/2021 | Washington D.C. | unknown | Black girlhood studies, girlhood, girlhood studies, suffrage, third-wave feminism, women's history, zines | Franz, Kathleen, et al. “Girlhood (It’s Complicated): An Exhibition Exploring the Politics of Girlhood.” Public Historian, vol. 43, no. 1, Feb. 2021, pp. 138–163. EBSCOhost, doi:10.1525/tph.2021.43.1.138. | Girlhood (It's complicated) is an exhibition at the National Museum of American History (NMAH), part of the Smithsonian Institution, which opened in October of 2020. Created with federal funding as part of the American Women's History Initiative (AWHI), the exhibition commemorates the centennial of women's suffrage. To put a fresh spin on this anniversary and draw attention to larger, intertwining issues of gender and politics in the United States, the exhibition team chose to explore the history of girlhood and girls as political actors as the focus of the show. Drawing on the rich, interdisciplinary literature of girlhood studies and inspired by zines as a form of identity creation and political self-expression, the show aims to create a public history of girlhood that unveils the public lives of girls in the past and showcases the many ways in which they, even without the vote or formal political power, have had a political voice in American history. The exhibition is open at the NMAH from October 2020 to January 2023, and will travel with the Smithsonian Institution Traveling Exhibition Service through 2026. | AC | ||
| "MAKING A MARK ON WHITE SPACE: My Experience as a Black School Librarian" | Long | Erika | Knowledge Quest; Mar/Apr2021, Vol. 49 Issue 4, p38-42, 5p | 01/03/2021 | Undefined | unknown | Black girl | Long, Erika. “MAKING A MARK ON WHITE SPACE: My Experience as a Black School Librarian.” Knowledge Quest, vol. 49, no. 4, Mar. 2021, pp. 38–42. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=llf&AN=148833885&site=eds-live&scope=site. | A personal narrative is presented which explores the author's experiences as an African American school librarian in the U.S. | AC | ||
| "Aunt Jemima Rebranded as Pearl Milling Company: Public Has Mixed Reviews on Products' New Name" | Wright | Serafina | Washington Informer. 2/18/2021, Vol. 56 Issue 18, p34-35 | 01/02/2021 | Undefined | unknown | Black girls | Wright, Sarafina. “Aunt Jemima Rebranded as Pearl Milling Company: Public Has Mixed Reviews on Products’ New Name.” Washington Informer, vol. 56, no. 18, 18 Feb. 2021, pp. 34–35. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pwh&AN=148823887&site=eds-live&scope=site | NA | AC | ||
| "White Army vet charged in shooting Black girl at Trump rally" | Foley | Ryan J. | Canadian Press, The. 01/15/2021. | 01/01/2021 | Iowa | 16 | Black girl | Foley, Ryan J. “White Army Vet Charged in Shooting Black Girl at Trump Rally.” Canadian Press, The. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pwh&AN=MYO218699175621&site=eds-live&scope=site. Accessed 14 Apr. 2021. | NA | AC | ||
| "How Figure Skating Is Helping Girls Build Confidence And To Succeed In Life" | Duthiers; Mason; Dokoupil | Vladimir; Anthony; Tony | CBS This Morning. 03/11/2021. | 01/03/2021 | Undefined | unknown | Black and Brown girls, Black girls | Duthiers, Vladimir, et al. “How Figure Skating Is Helping Girls Build Confidence And To Succeed In Life.” CBS This Morning. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pwh&AN=32U3666022223CTM&site=eds-live&scope=site. Accessed 14 Apr. 2021. | NA | AC | ||
| "Unpacking Black School Librarianship" | Darnell | Jean | Knowledge Quest; Mar/Apr2021, Vol. 49 Issue 4, p32-37, 6p | 01/03/2021 | Undefined | unknown | Black girls | Darnell, Jean. “Unpacking Black School Librarianship.” Knowledge Quest, vol. 49, no. 4, Mar. 2021, pp. 32–37. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=llf&AN=148833884&site=eds-live&scope=site. | In the article, the author discusses her experiences as an African American librarian in the U.S. to discuss the issues in the library profession. She claims that she always wanted to see equality in professional growth and job protection in librarianship. Also cited are her efforts to establish programs to address setbacks of Black, indigenous and people of color (BIPOC) caused by predominantly white institutions (PWI), and the trauma of discrimination. | AC | ||
| "Is Your Approach to Continuous Improvement COLORBLIND?" | Fiarman; Kyles-Smith; Lee | Sarah; Kristina; Alison | Educational Leadership; Mar2021, Vol. 78 Issue 6, p16-21, 6p | 01/03/2021 | Undefined | unknown | Black girls | Fiarman, Sarah, et al. “Is Your Approach to Continuous Improvement COLORBLIND?” Educational Leadership, vol. 78, no. 6, Mar. 2021, pp. 16–21. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=eue&AN=149063400&site=eds-live&scope=site. | The article discusses how school leaders should approach continuous improvements in their schools through the identification of patterns of inequality and addressing them. Also cited are the need to stop assuming similar experiences of students on areas like teaching practices, curriculum choices, and relationship building, and some strategies to resolve inequities like disaggregating data by race. | AC | ||
| "Family Engagement in Literacy: Starting the Journey Toward Cultural Competence" | Young | Natalie | Illinois Reading Council Journal; Spring2021, Vol. 49 Issue 2, p39-44, 6p | 01/03/2021 | Undefined | unknown | Black girl | Young, Natalie. “Family Engagement in Literacy: Starting the Journey Toward Cultural Competence.” Illinois Reading Council Journal, vol. 49, no. 2, Spring 2021, pp. 39–44. EBSCOhost, doi:10.33600/ircj.49.2.2021.39. | The article discusses importance of equity in education to promote a sense of belonging and acceptance for all students and their families. Topics discussed include importance of social emotional learning to address racial injustices; importance of diversity and inclusion in the workplace and analyze hiring practices using an equity lens to increase educators of color in school; and recommendation to display posters and signage that positively reflect underrepresented groups. | AC | ||
| "Fruit Snack Fairytale" | Acquaye | Alisha | Carve Magazine; Spring 2021, p100-103, 4p | 01/03/2021 | Undefined | unknown | Black girl, Femininity, Black women, Health self-care | Acquaye, Alisha. “Fruit Snack Fairytale.” Carve Magazine, Spring 2021, pp. 100–103. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=hus&AN=149703023&site=eds-live&scope=site. | NA | AC | ||
| "Normal West student's art showcased at Museum of Science and Industry" | Watznauer | Kelsey | Pantagraph, The (Bloomington, IL). 04/08/2021. | 01/04/2021 | Illinois | unknown | Black girl, Black girls | Watznauer, Kelsey. “Normal West Student’s Art Showcased at Museum of Science and Industry.” Pantagraph, The (Bloomington, IL), 8 Apr. 2021. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pwh&AN=2W61448599503&site=eds-live&scope=site. | NA | AC | ||
| "In Their Own Words: The Meaning of the Strong Black Woman Schema among Black U.S. College Women" | Jones; Harris; Reynolds | Martinque K.; Keoshia J.; Akilah A. | Sex Roles: A Journal of Research. March, 2021, Vol. 84 Issue 5-6, p347, 13 p. | 01/03/2021 | Undefined | 21 | Black women; College students; Strong Black woman; Schema; stereotype | Jones, Martinque K., et al. “In Their Own Words: The Meaning of the Strong Black Woman Schema among Black U.S. College Women.” Sex Roles: A Journal of Research, vol. 84, no. 5–6, Mar. 2021, p. 347. EBSCOhost, doi:10.1007/s11199-020-01170-w. | Black girls are socialized to be "strong" under the premise that strength will serve as a means of psychological resistance to oppression prevalent within American society. Although research demonstrates that Black women who internalize ideals of strength (independence, emotional restraint, and self-sacrifice) reap some psychosocial benefits, strength is linked to several psychological consequences. The growing understanding of these consequences have put Black women at a crossroads--forced to reconcile the wisdom of matriarchs with the detriments of being strong. This tension has pushed Black women, especially young women, to reconsider their relationship with strength and redefine its meaning for themselves. The current study sought to qualitatively examine Black U.S. college women's (n=220 M.sub.age=21.88, SD=3.96, range=18--48) varying perceptions of strength, specifically focusing on the meaning women attributed to being a strong Black woman and their attributions to others' perceptions of strength. Our results revealed that although Black college women recognize that strong Black women may be perceived negatively (e.g., angry) by others, they continue to perceive strength as a relevant aspect of Black womanhood and have redefined strength in novel ways. We conclude by discussing how researchers may advance our understanding of strength and the ways clinicians may support women in defining strength for wellness. | AC | ||
| "Brown Girls Dreaming: Adolescent Black Girls' Futuremaking through Multimodal Representations of Race, Gender, and Career Aspirations" | Turner; Griffin | Jennifer D.; Autumn A. | Research in the Teaching of English; Nov2020, Vol. 55 Issue 2, p109-133, 25p | 01/11/2020 | Undefined | unknown | Brown girls, African American adolescent girls ; Black girls | Turner, Jennifer D., and Autumn A. Griffin. “Brown Girls Dreaming: Adolescent Black Girls’ Futuremaking through Multimodal Representations of Race, Gender, and Career Aspirations.” Research in the Teaching of English, vol. 55, no. 2, Nov. 2020, pp. 109–133. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=eue&AN=147695927&site=eds-live&scope=site. | Inspired by Jacqueline Woodson's (2014) memoir, this article examines the ways Tamika and Malia, two African American adolescent girls and fraternal twins, act as Brown girl dreamers and articulate their career aspirations through multimodal compositions. Drawing on the psychological literature on youths' career aspirations, theories related to Black Girlhood and Black Girls' Literacies, and case study methodologies, we investigated two key questions: (1) In what ways do two Black adolescent girls represent their career dreams through drawings/sketches created in 2012 and digital dream boards designed in 2018? and (2) Across their 2018 digital career dream boards, what common visual images do two Black adolescent girls curate and interpret to imagine and/or (re)imagine their futures? We composed case studies by integrating rich data from the girls' 2012 career dream drawings, their 2018 digital career dream boards, and transcripts from individual interviews and a 60-minute focus group interview. Our analyses of the visual images and the interview transcripts revealed that Tamika and Malia employed visual design devices to illustrate their career aspirations while honoring their identities as young Black women. Cross-case analyses further demonstrated that as futuremakers, Tamika and Malia critiqued the (under) representations of Black career women and articulated the need for multiliteracies, in the form of professional, aspirational auditory (i.e., music), and life literacies that protect and advance their own future interests and goals. We conclude with implications for how educators can (re) position Black adolescent girls as multiliterate futuremakers in secondary classrooms and center their career aspirations in English language arts curriculum. | AC | ||
| ""We Wouldn't Have the Same Connection": Using Read-Alouds to Build Community with Black Girls" | Toliver | S.R. | Voices from the Middle; May2020, Vol. 27 Issue 4, p24-27, 4p | 01/05/2020 | Undefined | unknown | Black girls, African American girls | Toliver, S. R. “‘We Wouldn’t Have the Same Connection’: Using Read-Alouds to Build Community with Black Girls.” Voices from the Middle, vol. 27, no. 4, May 2020, pp. 24–27. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=eue&AN=144361054&site=eds-live&scope=site. | The article offers information on aspect of Black girl literacies, and challenges notions of reading as a solely independent act. Topics discussed include need to know that reading space for girls was a communal one, where they had the authority to interject as needed; importance of partnership, a space in which students feel empowered to voice their opinions; and need for educators to consider how to transform curricula. | AC | ||
| "Black girl civics : expanding and navigating the boundaries of civic engagement" | Logan; Mackey | Ginnie; Janiece | Charlotte, North Carolina : Information Age Publishing, Inc., 2020 | 01/09/2020 | Undefined | unknown | Black girls, African American girls | Logan, Ginnie, and Janiece Mackey. Black Girl Civics : Expanding and Navigating the Boundaries of Civic Engagement. Information Age Publishing, Inc., 2020. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=cat06361a&AN=fau.PDA009761588&site=eds-live&scope=site. | What does it mean to be a civic actor who is Black + Young + Female in the United States? Do African American girls take up the civic mantle in the same way that their male or non-Black peers do? What media, educational, or social platforms do Black girls leverage to gain access to the political arena, and why? How do Black girls negotiate civic identity within the context of their racialized, gendered, and age specific identities? There are scholars doing powerful work on Black youth and civics; scholars focused on girls and civics; and scholars focused on Black girls in education. But the intersections of African American girlhood and civics have not received adequate attention. This book begins the journey of understanding and communicating the varied forms of civics in the Black Girl experience. | AC | ||
| "Black Girl Blues: The Roles of Racial Socialization, Gendered Racial Socialization, and Racial Identity on Depressive Symptoms among Black Girls" | Stokes; Hope; Cryer-Coupet; Elliot | McKenzie N.; Elan C.; Qiana R.; Erin | Journal of Youth & Adolescence; Nov2020, Vol. 49 Issue 11, p2175-2189, 15p | 01/11/2020 | Undefined | 13 to 17 | Adolescence, Black girls, Depression, Gender, Racial identity, Racial socialization | Stokes, McKenzie N., et al. “Black Girl Blues: The Roles of Racial Socialization, Gendered Racial Socialization, and Racial Identity on Depressive Symptoms among Black Girls.” Journal of Youth & Adolescence, vol. 49, no. 11, Nov. 2020, pp. 2175–2189. EBSCOhost, doi:10.1007/s10964-020-01317-8. | Racial socialization is an important predictor of wellbeing among Black youth. Scholars have theorized that Black girls could benefit from gendered racial socialization or messages about being Black girls. However, this has not been examined empirically. The current study investigates the role of general and gendered racial socialization and racial identity attitudes on depressive symptoms among 287 Black girls between the ages of 13–17 (Mage = 15.4) in the U.S. Path analysis results demonstrated that general and gendered racial socialization about pride were directly associated with positive feelings about being Black which were negatively associated with depressive symptoms. Oppressive messages about Black women were related to negative feelings about being Black and more depressive symptoms. The implications of general and gendered racial socialization on the psychological wellbeing of Black girls are discussed. | AC | ||
| ""Loud, proud, and love a crowd:" African American girls and school discipline practices" | Walker | Brenda L. Townsend | Middle School Journal; 2020, Vol. 51 Issue 1, p12-18, 7p | 01/01/2020 | Undefined | unknown | African American girls, school arrests, school discipline, school to prison pipeline, urban | Walker, Brenda L.Townsend. “‘Loud, Proud, and Love a Crowd:’ African American Girls and School Discipline Practices.” Middle School Journal, vol. 51, no. 1, Jan. 2020, pp. 12–18. EBSCOhost, doi:10.1080/00940771.2019.1689776. | Historically, middle grade schools doled out the harshest and most exclusionary discipline to adolescent African American males. African American males were routed along school to prison pathways at rates higher than African American females and their peers from other racial backgrounds. National conversations about exclusionary discipline practices and the school-to-prison pipeline have focused primarily on African American males. More recently, however, African American girls experience exclusionary discipline practices and school-to-prison pathways at rates that, in some cases, exceed African American males. Consequently, national conversations can no longer be single-gendered. African American girls must also be central to dialogues on school discipline and the school-to-prison pipeline. This paper shines klieg lights on middle grade African American girls' subjection to exclusionary school discipline, school-to-prison pipelines, and negative and stereotypical perceptions. Lastly, this author draws from the literature and her experiences working with middle grade African American girls with multiple school suspensions. She concludes the discussion with culturally responsive recommendations for equitable school discipline practices. | AC | ||
| "Ironheart, Marvel Comics, and The Crisis of Black Girl Representation" | Murphy | Kiana T. | Black Scholar; Oct2020, Vol. 50 Issue 4, p31-41, 11p | 01/10/2020 | Undefined | 15 | Black girl, African American girl, African American girls | Murphy, Kiana T. “Ironheart, Marvel Comics, and The Crisis of Black Girl Representation.” Black Scholar, vol. 50, no. 4, Oct. 2020, pp. 31–41. EBSCOhost, doi:10.1080/00064246.2020.1809977. | A literary criticism of the book "Invincible Iron Man: Ironheart" by Brian Michael Bendis is presented. Topics discussed include the crisis of African American girl representation in the Marvel Universe, the different narrative approaches taken by Bendis and poet and sociologist Dr. Eve L. Ewing, and comic storytelling focused on African American girls and the illustration of racial diversity in the book. | AC | ||
| "Black Girl Interiority in Toni Cade Bambara's Gorilla, My Love." | Wright | Nazera Sadiq | Black Scholar; Oct2020, Vol. 50 Issue 4, p5-16, 12p | 01/10/2020 | Undefined | unknown | Black girls, African American girls | Wright, Nazera Sadiq. “Black Girl Interiority in Toni Cade Bambara’s Gorilla, My Love.” Black Scholar, vol. 50, no. 4, Oct. 2020, pp. 5–16. EBSCOhost, doi:10.1080/00064246.2020.1809948. | A literary criticism of Toni Cade Bambara's collection of short stories "Gorilla, My Love" is presented. It examines the importance of African American girls' interior thoughts to the African American protest tradition. It also discusses the literary appeal of Bambara's depiction of coming-of-age using the short story, as well as the cultural dimension of African American men's desire to claim their rightful space in society. | AC | ||
| "Factors associated with early school readiness profiles for Black girls" | Iruka; Curenton; Sims; Blitch; Gardner | Iheoma U.; Stephanie M.; Jacqueline; Kimberly A.; Shari | In Early Childhood Research Quarterly Q2 2020 51:215-228 | 01/04/2020 | Undefined | 4 to 5 | Black/African, American girls, School readiness, Parenting, SES, Early education | Iruka, Iheoma U., et al. “Factors Associated with Early School Readiness Profiles for Black Girls.” Early Childhood Research Quarterly, vol. 51, Jan. 2020, pp. 215–228. EBSCOhost, doi:10.1016/j.ecresq.2019.10.012. | This study used pre-academic and socioemotional data from the Early Childhood Longitudinal Study-Birth (ECLS-B) Cohort to examine the profiles of Black girls’ school readiness skills from preschool through kindergarten. In addition to examining profiles that emerged, analyses were conducted to determine whether family socio-economic status (SES), parenting, parental functioning, community social support, neighborhood quality, and early education experiences predicted the likelihood of being in a particular profile. Three profiles emerged: (1) Consistent Learner, (2) Struggling Learner, and (3) Excelling Learner. There was heterogeneity within these prekindergarten-to-kindergarten learning profiles; however, a relatively large group showed low achievement and aggression during these early years. Family demographics, parenting, parental functioning, and early education experiences predicted likelihood of being in a particular profile. Implications of how to support Black girls’ learning and adjustment from preschool through kindergarten are discussed. | AC | ||
| "Young, Bubbly, and Black: The Affective Performance of Black Girlhood in Kirsten Childs's The Bubbly Black Girl Sheds Her Chameleon Skin" | Ealey | Jordan | Black Scholar; Oct2020, Vol. 50 Issue 4, p55-64, 10p | 01/10/2020 | New York | unknown | black girl, Black girlhood | Ealey, Jordan. “Young, Bubbly, and Black: The Affective Performance of Black Girlhood in Kirsten Childs’s The Bubbly Black Girl Sheds Her Chameleon Skin.” Black Scholar, vol. 50, no. 4, Oct. 2020, pp. 55–64. EBSCOhost, doi:10.1080/00064246.2020.1810381. | A literary criticism of the play "The Bubbly Black Girl Sheds Her Chameleon Skin" by Kirsten Childs is presented. It examines the representation of the affective performance of Black girlhood in the play. It describes the evolution of the main character's performance of girlhood throughout the musical, and the positioning of Black girlhood against white girlhood. | AC | ||
| "Digital Communities of Black Girlhood: New Media Technologies and Online Discourses of Empowerment" | Erigha; Crooks-Allen | Maryann; Ashley | Black Scholar; Oct2020, Vol. 50 Issue 4, p66-76, 11p | 01/10/2020 | Undefined | unknown | black girl, Black girlhood | Erigha, Maryann, and Ashley Crooks-Allen. “Digital Communities of Black Girlhood: New Media Technologies and Online Discourses of Empowerment.” Black Scholar, vol. 50, no. 4, Oct. 2020, pp. 66–76. EBSCOhost, doi:10.1080/00064246.2020.1811601. | The article explores the increasing use of new media technologies by a digital community of African American women and girls for the construction of positive narratives surrounding Black girlhood. Topics discussed include several digitally native hashtags disseminated as memes to excise Black girlhood from negativity, several reasons why Blacks patronize the Internet, and positive sentiment and online discourses of Black girlhood. | AC | ||
| "An Inclusive Approach to Exploring Perceptions of Body Image, Self-Esteem, and Physical Activity among Black and African-American Girls: Smart Fit Girls Melanin Magic" | Chard; Nelson; Walters; Pollard; Pollard; Pollard; Gomez; Smith; Jenkins; Muwwakkil; Garland; Fard; Fields | Christine A.; Devin S.; Kellie A.; Nyla; Nyrema; Nia; Kendal; De'Neen; Nielli; Saabirah; Caroline; Aminah; Maisha J. | Journal of Park & Recreation Administration 2020 Special issue, Vol. 38 Issue 3, p133 19p. | 01/06/2020 | Undefined | unknown | adolescence; African-American girls; Black girls; body image; inclusive evaluation; physical activity; Recreation; self-esteem | Chard, Christine A., et al. “An Inclusive Approach to Exploring Perceptions of Body Image, Self-Esteem, and Physical Activity among Black and African-American Girls: Smart Fit Girls Melanin Magic.” Journal of Park & Recreation Administration, vol. 38, no. 3, June 2020, pp. 133–151. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=s3h&AN=145228753&site=eds-live&scope=site. | Adolescent girls experience high rates of body dissatisfaction and poor self-esteem (SE), as well as low levels of participation in physical activity (PA). Outside of traditional sports, few recreation opportunities exist to promote physical, emotional and mental well-being in adolescent girls, particularly among Black and African-American (AA) girls. In order for parks and recreation organizations to provide programming in a culturally relevant way, it is critical to more deeply understand the lived experiences of Black and AA girls, specifically related to SE, body image (BI) and PA. Doing so will enable leisure professionals to better co-create opportunities to engage Black and AA adolescent girls in programming aimed to promote PA and positive BI and SE. In order to examine girls' lived experiences with an inclusive lens, Black and AA adolescent girls are considered the experts and should be included in all stages of the process. The purpose of this project was to engage in an inclusive formative evaluation in order to explore perceptions and experiences of PA, SE and BI among a group of Black and AA adolescent girls. Ten adolescent girls formed a leadership council (Smart Fit Girls Melanin Magic) and took the lead on culturally adapting the existing Smart Fit Girls (SFG) curriculum using Youth Participatory Action Research (YPAR). A first step, and the focus of this paper, was to explore unique experiences with SE, BI, and participation in PA. Principles of YPAR were utilized to empower the leadership council to participate in thematically coding the group discussion. Girls reported that PA provides positive mental health benefits to girls, and that they experience significant barriers, both internal and external, to being active. While girls self-reported experiencing depressive symptoms related to poor SE, and that being in predominantly white spaces leads to poor SE, they also noted the benefit of engaging in positive affirmations. Girls also reported that social comparison negatively affects their BI, and that hair is a salient factor in BI. Finally, results showed general negative BI among participants, which is compounded by girls' interactions with others. Results from this inclusive qualitative data analysis will inform the design of new programming within parks and recreation to uniquely support Black and AA girls' experiences with PA, SE and BI. Authors encourage reflection as a field on evaluation practices and suggest inclusive approaches to better facilitate programming and achieve the social justice and equity goals of parks and recreation. | AC | ||
| "Understanding the intersections of race, gender, and gifted education : an anthology by and about talented black girls and women in STEM" | Joseph | Nicole | Charlotte, North Carolina: Information Age Publishing, Inc., 2020 | 01/06/2020 | Undefined | unknown | Black girls, African American girls | Joseph, Nicole M. Understanding the Intersections of Race, Gender, and Gifted Education : An Anthology by and about Talented Black Girls and Women in STEM. Information Age Publishing, Inc., 2020. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=cat06361a&AN=fau.PDA009599564&site=eds-live&scope=site. | This book seeks to understand the complexities of talented and high-performing Black girls and women in STEM across the P-20 trajectory. Analogously, this volume aims to understand the intersections between giftedness, its identification, and racial, gender, and academic discipline identities. The dearth of literature on this subject suggests that Black girls and women have unique experiences in gifted programming, in large part because of factors associated with gifted programs in general. Key factors affecting Black students, and Black girls in particular, are identification and underrepresentation. These factors can be shaped by interlocking systems of racism, classism, gender bias, and other forms of oppression.Teachers in the P-12 educational system are the first identifiers for gifted programming and look for student characteristics, such as natural leadership, inquisitiveness, and students’ desire to be in gifted programs. Because many Black girls are stereotyped and teachers rarely have deep understanding of cultural differences, Black girls are less likely to be identified for gifted programming. More specifically, Black girls’ lack of representation in gifted mathematics or STEM programs contradicts research that finds that girls reach several developmental advantages ahead of boys. For example, research has shown that girls talk and read earlier, receive higher grades in elementary school, and drop-out less often than boys. Other studies have also shown that Black girls have higher mathematics career aspirations than their White and Latina female peers; yet, they are rarely represented in gifted math and Advanced Placement (AP) math programs. Furthermore, the underrepresentation of urban, low-income African-American students in gifted education is related to low test scores, student and family choice, a lack of teacher referral, and a mismatch between home and school cultures. Some high-performing Black girls and women are participating in programs that nurture and support their racial and gender identities and contribute to them developing into strong and efficacious girls and women who have agency in their lives. This anthology includes studies that illustrate the complexities of intersectionality in various STEM programs, while also demonstrating that increasing access to STEM for Black girls and women is doable. | AC | ||
| ""See Me, See Us": Understanding the Intersections and Continued Marginalization of Adolescent Gifted Black Girls in U.S. Classrooms" | Hébert; Anderson | Thomas P.; Brittany N. | Gifted Child Today; Apr2020, Vol. 43 Issue 2, p86-100, 15p, 3 Charts | 01/04/2020 | Undefined | unknown | Black girls, adolescence, intersectionality, talent identification, gifted education | Hébert, Thomas P., and Brittany N. Anderson. “‘See Me, See Us’: Understanding the Intersections and Continued Marginalization of Adolescent Gifted Black Girls in U.S. Classrooms.” Gifted Child Today, vol. 43, no. 2, Apr. 2020, pp. 86–100. EBSCOhost, doi:10.1177/1076217519898216. | 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. | AC | ||
| "Queering Black Girlhood at the Virginia Industrial School" | Zaborskis | Maryann; Ashley | Signs: Journal of Women in Culture & Society; Winter2020, Vol. 45 Issue 2, p373-394, 22p | 01/01/2020 | Virginia | unknown | Black girls, Black girlhood | Zaborskis, Mary. “Queering Black Girlhood at the Virginia Industrial School.” Signs: Journal of Women in Culture & Society, vol. 45, no. 2, Winter 2020, pp. 373–394. EBSCOhost, doi:10.1086/704990. | This essay argues that early twentieth-century reform schools for black girls in the United States educated children in heteronormativity to restrict their possibilities for entering the social order. Delinquency for black girls in the Progressive Era was bound up with excessive sexuality and perverse kinship. I examine institutional materials from the Virginia Industrial School, a reform school for black girls established in 1915, to show how the institution had to prove its students were capable of sexual reform despite their race and thus was preoccupied with gender and sexual propriety based on white middle-class norms. Schools promised reform through heterosexualization, and the Virginia Industrial School claimed to prepare children for marriage, domesticity, and reproduction. However, this was a false promise that attempted to trap black girls in a form of indentured servitude to white middle- and upper-class families. While the school spoke with pride of students who left to get married, in reality most students aged out of the institution and became apprentices for local white families. The school deemed children's own families unfit, so a return to home and kinship was impossible. The school trained girls in gender and sexual norms to displace them from their own economic, sexual, or reproductive futures outside the institution. I consider how this carceral institution that imagined itself as a school gives us insight into how the confinement of black girls in the twenty-first century continues to make false promises to girls based on racialized sexuality. | AC | ||
| "Living Unembodiment: Physicality and Body/Self Discontinuity Among African American Adolescent Girls" | McClure | Stephanie | Ethos (00912131). Mar2020, Vol. 48 Issue 1, p3-28. 26p. | 01/03/2020 | Midwest | unknown | Body, embodiment, intersectionality, physicality | McClure, Stephanie. “Living Unembodiment: Physicality and Body/Self Discontinuity Among African American Adolescent Girls.” Ethos (00912131), vol. 48, no. 1, Mar. 2020, pp. 3–28. EBSCOhost, doi:10.1111/etho.12266. | Social conditions shape health and health disparities. However, inquiry and intervention in the social determinants of health all too often rests on thin engagement with customary demographic correlates and predictors rather than robust, empirically and theoretically informed engagement with health and health disparity as biocultural phenomena—the integrated product of structure, materiality, and subjectivity. Within‐group variability is neglected. Lived experiences of nonnormative status in multiple, mutually informing cultural systems are undertheorized. This article reports on research addressing these gaps—a study exploring experiences of body/self discontinuity and physical‐activity engagement among African American adolescent girls. Data suggest that experiences of body/self discontinuity, or unembodiment, are common to membership in multiple, nonnormative social categories, vary in degree and quality, and may bear on disposition toward leisure‐time physical activity. Unembodiment shows promise as a means of characterizing variability in physical‐activity engagement within groups evincing low levels of this health behavior. | AC | ||
| "Searching for Sarah: Black Girlhood, Education, and the Archive" | Baumgartner | Kabria | History of Education Quarterly; Feb2020, Vol. 60 Issue 1, p73-85, 13p | 01/02/2020 | Boston | 5 | African Americans, antebellum, archival research, Boston, girlhood, history methods, school desegregation | Baumgartner, Kabria. “Searching for Sarah: Black Girlhood, Education, and the Archive.” History of Education Quarterly, vol. 60, no. 1, Feb. 2020, pp. 73–85. EBSCOhost, doi:10.1017/heq.2019.49. | Roberts v. City of Boston is a well-known legal case in the history of US education. In 1847, the Boston School Committee denied Sarah C. Roberts, a five-year-old African American girl, admission to the public primary school closest to her home. She was instead ordered to attend the all-black Abiel Smith School, about a half-mile walk from her home. In March 1848, Sarah's father, Benjamin, sued the city of Boston for denying Sarah the right to attend the public school closest to her home. The case wound its way through the courts, eventually reaching the Massachusetts Supreme Judicial Court. In 1850, Chief Justice Lemuel Shaw ruled in favor of the city of Boston, affirming that the Boston School Committee had "not violated any principle of equality, inasmuch as they have provided a school with competent instructors for the colored children, where they enjoy equal advantages of instruction with those enjoyed by the white children." And thus, the doctrine of separate but equal was born in Massachusetts. | AC | ||
| "8 Black women create fund to raise $1 billion by 2030 to invest in African American girls" | Johnson | Christen A. | Chicago Tribune (IL). 10/13/2020. | 01/10/2020 | Undefined | unknown | Black girls, Black girlhood, African American girls | Johnson, Christen A. “8 Black Women Create Fund to Raise $1 Billion by 2030 to Invest in African American Girls.” Chicago Tribune (IL), 13 Oct. 2020. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pwh&AN=2W6605977642&site=eds-live&scope=site. | NA | AC | ||
| "Leveraging technology: how Black girls enact critical digital literacies for social change" | Garcia; Fernández; Okonkwo | Patricia; Cecilia; Holly | Learning, Media & Technology; Dec2020, Vol. 45 Issue 4, p345-362, 18p | 01/12/2020 | Undefined | 13 to 17 | Black girls, critical literacy, digital literacy, feminism, identity, Literacy, technology | Garcia, Patricia, et al. “Leveraging Technology: How Black Girls Enact Critical Digital Literacies for Social Change.” Learning, Media & Technology, vol. 45, no. 4, Dec. 2020, pp. 345–362. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edb&AN=146928324&site=eds-live&scope=site. | This study examines critical digital literacy practices among 390 Black girls, ages 13–17. Through a data sharing initiative with a community organization, we conducted a qualitative analysis of 3120 narrative responses describing their views of technology. Grounded in Black feminist epistemologies, our study found that the girls reconciled their views of technology with their existing standpoints and desires for social change. Our findings highlight how Black girls leverage technologies to account for their ways of knowing and existing in the world, including using technology to author activist identities and express feelings of agency. Our findings challenge researchers and educators to expand their understanding of critical digital literacy in ways that honor Black girls' complex experiences and existing practices. | AC | ||
| "The Only Black Girls in Town" | Colbert | Brandy | Little, Brown Books for Young Readers (March 10, 2020) | 01/03/2020 | Undefined | 12 | Black girl, Black girls | Colbert, Brandy. The Only Black Girls in Town. Little, Brown Books for Young Readers, 2020. | Beach-loving surfer Alberta has been the only Black girl in town for years. Alberta's best friend, Laramie, is the closest thing she has to a sister, but there are some things even Laramie can't understand. When the bed and breakfast across the street finds new owners, Alberta is ecstatic to learn the family is black—and they have a 12-year-old daughter just like her. Alberta is positive she and the new girl, Edie, will be fast friends. But while Alberta loves being a California girl, Edie misses her native Brooklyn and finds it hard to adapt to small-town living. When the girls discover a box of old journals in Edie's attic, they team up to figure out exactly who's behind them and why they got left behind. Soon they discover shocking and painful secrets of the past and learn that nothing is quite what it seems. | AC | ||
| "Examining African American Girls' Literate Through Journal Entries and Discussions About STEM" | Ellison; Robinson; Tairan | Tisha Lewis; Bradley; Qiu | Written Communication; Jan2020, Vol. 37 Issue 1, p3-40, 38p | 01/01/2020 | Undefined | 10 to 18 | African American girls, agency, intersectionality, journaling, literacy, literate identities, STEM | Ellison, Tisha Lewis, et al. “Examining African American Girls’ Literate Through Journal Entries and Discussions About STEM.” Written Communication, vol. 37, no. 1, Jan. 2020, pp. 3–40. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edb&AN=140240305&site=eds-live&scope=site. | This article examines how three African American girls, ages 10 to 18, used journaling and interviews to better understand science, technology, engineering, and mathematics (STEM) as part of their literate identities. Drawing on prior work about literate identities, the authors introduce the concept of literate intersectional identities, which describes how participants' diverse histories, literacies, and identities traverse categories, communities, genres, and modes of meaning within the context of a STEAM workshop. The authors employed open and thematic coding to analyze the girls' journal entries in an effort to answer a question: In what ways do African American girls' journal writings and interviews about STEM reflect and influence their literate identities in a digital app coding workshop? Findings reveal how their writings about race, access, and the underrepresentation of women of color in STEM helped them make sense of their self-assurance, self-awareness, and agency as girls of color interested in STEM careers. | AC | ||
| ""Black Girl Magic" show this weekend will celebrate African American girls and women" | Watson | Denise M. | Virginian-Pilot, The (VA). 02/12/2020. | 01/02/2020 | Norfolk, Virginia | unknown | African American girls, Black girls | Watson, Denise M. “Black Girl Magic" Show This Weekend Will Celebrate African American Girls and Women.” Virginian-Pilot, The (VA), 12 Feb. 2020. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pwh&AN=2W64006824523&site=eds-live&scope=site. | NA | AC | ||
| "'My Teacher Doesn't Like Me': Perceptions of Teacher Discrimination and School Discipline among African-American and Caribbean Black Adolescent Girls" | Butler-Barnes; Inniss-Thompson | Sheretta T.; Misha N. | Education Sciences. Feb, 2020, Vol. 10 Issue 2, p1T, 14 p. | 01/02/2020 | Undefined | 13 to 17 | African-American girls; Caribbean Black American girls; discrimination; school discipline | Butler-Barnes, Sheretta T., and Misha N. Inniss-Thompson. “‘My Teacher Doesn’t Like Me’: Perceptions of Teacher Discrimination and School Discipline among African-American and Caribbean Black Adolescent Girls.” Education Sciences, vol. 10, no. 2, Feb. 2020, p. 1T. EBSCOhost, doi:10.3390/educsci10020044. | This study examined the impact of perceived teacher discrimination on the school discipline of African-American and Caribbean Black adolescent girls. The findings are drawn from a nationally representative sample of (n = 410) African-American and (n = 193) Caribbean Black adolescent girls age 13 to 17 ([M.sub.age] = 15). Results indicate that perceiving discrimination from teachers was associated with higher school discipline (e.g., suspension, expulsion, and spending time in a jail, detention center) for African-American girls. For Caribbean Black girls, higher household income and school bonding was associated with lower school discipline. Older Caribbean Black girls were also more likely to receive higher school discipline. However, perceiving discrimination from teachers was not associated with school discipline for Caribbean Black girls. The developmental significance and implications for future research are discussed. | AC | ||
| "Socially Toxic Environments: A YPAR Project Exposes Issues Affecting Urban Black Girls' Educational Pathway to STEM Careers and Their Racial Identity Development" | Davis | Shadonna | Urban Review; Jun2020, Vol. 52 Issue 2, p215-237, 23p | 01/06/2020 | Undefined | unknown | Human behavior, Racial identity development, Urban Black girls, Youth development, Youth participatory action research | Davis, Shadonna. “Socially Toxic Environments: A YPAR Project Exposes Issues Affecting Urban Black Girls’ Educational Pathway to STEM Careers and Their Racial Identity Development.” Urban Review, vol. 52, no. 2, June 2020, pp. 215–237. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edb&AN=142816220&site=eds-live&scope=site. | In this article, the author reports findings from a youth participatory action research (YPAR) project, aimed to engage a group of Black girls from a low-income urban high school in a social justice project. The YPAR project conducted during the 2015 and 2016 academic year focused on a critical examination of the high school educational pathway to specialized fields, such as STEM careers. Findings from phase one of the project show Black girls know race and class affects their educational experiences. However, they know little about racial and gender disparities along STEM educational pathways. In fact, when given an opportunity to engage in a critical examination of school-based issues, these girls initially reified negative racial stereotypes to explain social and educational injustices. The findings reveal how school and culture intersect and affect urban Black girls' school experiences, perception of educational and specialized career pathways, and their racial identity development | AC | ||
| "Longitudinal Relations Between Skin Tone and Self-Esteem in African American Girls" | Adams; Kurtz-Costes; Hoffman; Volpe; Rowley | Elizabeth A; Beth; Adam; Vanessa; Stephanie | Developmental Psychology. Dec2020, Vol. 56 Issue 12, p2322-2330. 9p. | 01/12/2020 | Undefined | 11 to 18 | adolescents, African Americans, colorism, self-esteem, skin tone | Adams, Elizabeth A., et al. “Longitudinal Relations Between Skin Tone and Self-Esteem in African American Girls.” Developmental Psychology, vol. 56, no. 12, Dec. 2020, pp. 2322–2330. EBSCOhost, doi:10.1037/dev0001123. | We examined developmental changes in self-esteem from late childhood to late adolescence in African American girls (N = 124), comparing skin tone groups. Girls completed a measure of self-esteem when they were in Grades 5, 7, 10, and 12, and in Grade 12 their skin tone was rated on a 3-point scale (1 = Light, 2 = Medium, 3 = Dark). Girls with lighter skin reported higher self-esteem than dark and medium-toned girls in Grades 5 and 7, and their self-esteem remained high across the seven years of the study. The self-esteem of dark- and medium-skinned girls increased in high school such that at Grade 12, medium-skinned girls had higher self-esteem than dark-skinned girls, who did not differ from light-skinned girls. The results are discussed in terms of theory-building on the topic of colorism. | AC | ||
| "Running, running the show: Supporting the leadership development of Black girls in middle school" | Mims; Kaler-Jones | Lauren C.; Sierra | Middle School Journal; 2020, Vol. 51 Issue 2, p16-24, 9p, 1 Chart, 1 Graph | 01/03/2020 | Southern city | 10 to 14 | Black girls, early adolescence, leadership | Mims, Lauren C., and Cierra Kaler-Jones. “Running, Running the Show: Supporting the Leadership Development of Black Girls in Middle School.” Middle School Journal, vol. 51, no. 2, Mar. 2020, pp. 16–24. EBSCOhost, doi:10.1080/00940771.2019.1707342. | Black girls have been at the forefront of educational change as leaders who "run the show" throughout history yet their unique contributions are missing from books and classroom materials, and their perspectives excluded from definitions of leadership. To address these deficits, we interviewed 21 Black girls enrolled in a summer program in a mid-sized Southern city individually and in focus groups about their knowledge of Black women leaders and definitions of leadership. Using narrative analysis, we analyzed the individual and focus group interviews. Knowledge of Black female leaders ranged from 0 to 4 with the majority (11; 52%) listing 1. Definitions of leadership aligned with identity developmental questions of "Who am I?" and "How do I fit in?" Being a leader involved making positive life choices for staying on the right path, even if that path differed from their peers, and emphasized that leaders support other Black girls. Suggestions as well as a list of ten guiding questions to help researchers, policymakers and practitioners continue to support developing Black girl leaders in middle school are provided. | AC | ||
| "The Effects of Zero Tolerance Policies on Black Girls: Using Critical Race Feminism and Figured Worlds to Examine School Discipline." | Hines-Datiri; Carter Andrews | Dorothy; Dorinda J. | Urban Education; Dec2020, Vol. 55 Issue 10, p1419-1440, 22p | 01/12/2020 | Undefined | unknown | Black females, cultural responsiveness, discipline policies, identity, race, urban education, zero tolerance policies | Hines-Datiri, Dorothy, and Dorinda J. Carter Andrews. “The Effects of Zero Tolerance Policies on Black Girls: Using Critical Race Feminism and Figured Worlds to Examine School Discipline.” Urban Education, vol. 55, no. 10, Dec. 2020, pp. 1419–1440. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edb&AN=145471598&site=eds-live&scope=site. | Black girls are more likely to be suspended or expelled through exclusionary discipline than their female counterparts, but continue to be overlooked and understudied. This article presents a case for using critical race feminism and figured worlds as theoretical frameworks for examining the effects of zero tolerance policies on Black girls. We use these frameworks to explore how adults' implementation of disciplinary policies not only affects the racial and gender identity development of Black girls, but perpetuates anti-Black discipline and represents behavioral responses to White femininity that may not align with Black girls' femininity and identification with school. | AC | ||
| "IMARA: A mother-daughter group randomized controlled trial to reduce sexually transmitted infections in Black/African-American adolescents" | Donenberg; Kendall; Emerson; Fletcher; Bray; McCabe | Geri R.; Ashley D.; Erin; Faith E.; Bethany C.; Kelly | PLoS ONE; 11/2/2020, Vol. 15 Issue 11, p1-14, 14p | 01/02/2020 | Undefined | 14 to 18 | Black girls, African American girls | Donenberg, Geri R., et al. “IMARA: A Mother-Daughter Group Randomized Controlled Trial to Reduce Sexually Transmitted Infections in Black/African-American Adolescents.” PLoS ONE, vol. 15, no. 11, Nov. 2020, pp. 1–14. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edb&AN=146791390&site=eds-live&scope=site. | Black/African-American girls are infected with sexually transmitted infections (STIs) at higher rates than their White counterparts. This study tested the efficacy of IMARA, a mother-daughter psychosocial STI/HIV prevention program, on adolescent Black/African-American girls' incident STIs at 12 months in a 2-arm group randomized controlled trial. Black/African-American girls 14–18 years old and their primary female caregiver were eligible for the study. Girls provided urine samples to test for N. gonorrhoeae, C. trachomatis, and T. vaginalis infection at baseline and 12-months. Mother-daughter dyads were randomly assigned to IMARA (n = 118) or a time-matched health promotion control program (n = 81). Retention at 12-months was 86% with no difference across arms. Both interventions were delivered over two consecutive Saturdays totaling 12 hours. Girls who received IMARA were 43% less likely to contract a new STI in the 12-month post-intervention period compared with those in the health promotion control program (p =.011). A secondary follow-up intent-to-treat analysis provided additional support for the protective effect of IMARA, albeit with a similar magnitude of 37% (p =.014). Findings provide early evidence for IMARA's efficacy, such that IMARA protected against STIs at 12-months among adolescent Black/African-American girls. Future research should examine the mechanisms associated with reduced STIs. | AC | ||
| "Counternarratives of Youth Participation Among Black Girls" | Garcia; Fernández; Jackson | Patricia; Cecila Henríquez; Ashley | Youth & Society; Nov2020, Vol. 52 Issue 8, p1479-1500, 22p | 01/11/2020 | Undefined | 13 to 17 | Black girls, counternarratives, intersectionality, youth participation | Garcia, Patricia, et al. “Counternarratives of Youth Participation Among Black Girls.” Youth & Society, vol. 52, no. 8, Nov. 2020, pp. 1479–1500. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edb&AN=145198074&site=eds-live&scope=site. | In this article, we examine diverse forms of youth participation among Black girls through an analysis of 390 application responses for a leadership and empowerment conference. Using a counternarrative methodological approach and intersectional analytical lens, we illustrate how Black girls (a) view participation as an empowering avenue for countering harmful stereotypes that have individual and collective impacts, (b) utilize participation as an intervention for effecting change in their communities, and (c) draw upon their present participation experiences to imagine future selves and life trajectories. We contribute an expanded understanding of "youth participation" grounded in the lives of Black girls that draws from how they describe their daily lives across a diverse range of learning, religious, familial, and geographic contexts. Ultimately, we argue for studies of youth participation that are grounded in lived realities and extend beyond the limited forms of youth participation legible to society. | AC | ||
| "Meeting Kids Where They Are At-A Substance Use and Sexual Risk Prevention Program via Telemedicine for African American Girls: Usability and Acceptability Study" | Lopez; Gilmore; Moreland; Danielson; Acierno | Cristina; Amanda K.; Angela; Carla Kmett; Ron | Journal of Medical Internet Research; Aug 11 2020, 22 8, 14p. | 01/08/2020 | South Carolina | 13 to 18 | adolescents; substance use; sexual risk reduction; telehealth; prevention programs; mobile phone | Lopez, Cristina, et al. “Meeting Kids Where They Are At-A Substance Use and Sexual Risk Prevention Program via Telemedicine for African American Girls: Usability and Acceptability Study.” Journal of Medical Internet Research, vol. 22, no. 8, Aug. 2020. EBSCOhost, doi:10.2196/16725. | Background: Rural African American youth lack access to drug and sexual risk–taking prevention programs available in more urban areas. Recent data indicate that rural youth now use substances at higher rates and at younger ages than their urban peers. Objective: This study aims to evaluate the initial usability and acceptability of a low-cost, technology-based approach to delivering effective, culturally tailored, integrated substance use disorder (SUD) and HIV risk behavior prevention programs to African American female youth to inform the use of this intervention via telemedicine for rural youth. Methods: Effective SUD prevention strategies and emotion regulation skills were integrated into an existing evidence-based HIV risk reduction program culturally tailored for African American female adolescents—Sisters Informing, Healing, Living, and Empowering (SIHLE)—and delivered to 39 African American female youth via group telehealth. The evaluation of the resulting program, 12-session SIHLEplus, was completed by 27 girls who also completed self-report measures that assessed sexual risk behaviors (eg, number of partners and age of sex initiation), substance use, exposure to traumatic events, and emotion regulation. Results: The descriptive and qualitative results of the pilot study demonstrate the initial usability and acceptability of delivering evidence-based prevention successfully via telehealth to help address health disparities in this vulnerable population. Conclusions: Although more research is needed, the findings from this study suggest that SIHLEplus has demonstrated initial usability and acceptability. | AC | ||
| ""They Told Me What I Was Before I Could Tell Them What I Was": Black Girls' Ethnic-Racial Identity Development Within Multiple Worlds" | Mims; Williams | Lauren C.; Joanna L. | Journal of Adolescent Research; Nov2020, Vol. 35 Issue 6, p754-779, 26p | 01/11/2020 | Undefined | unknown | African Americans (U.S.), early adolescence, gender, identity issues, qualitative methods, education/school | Mims, Lauren C., and Joanna L. Williams. “‘They Told Me What I Was Before I Could Tell Them What I Was’: Black Girls’ Ethnic-Racial Identity Development Within Multiple Worlds.” Journal of Adolescent Research, vol. 35, no. 6, Nov. 2020, pp. 754–779. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edb&AN=146205610&site=eds-live&scope=site. | Current research on ethnic-racial identity (ERI) development among Black youth derives primarily from studies that focus on the impact of parental racial socialization from a racial/monoidentity perspective without accounting for the roles of youth’s other worlds (i.e., schools, classrooms, and peers) and the intersection of their social identities in their identity development experiences. In using Phelan, Davidson, and Cao’s Multiple Worlds model as a framework as well as Black girls’ own words, we explore the beliefs and attitudes Black girls hold about race and their own racial categorization, as well as the processes that contribute to their learning about race (and racism) during early adolescence. We find that the Black girls in the present study are making meaning of their ERI, in part, in response to stereotypical and biased messages about their identities within their multiple worlds (i.e., schools, classrooms, families, and peers). The findings support the need for an expanded view of the messages and experiences that influence the ERI development process by illustrating that schools, classrooms, peers, and families are important socializing environments that influence the ERI development process for Black girls. | AC | ||
| "Exploring Black Girls' Subversive Literacies as Acts of Freedom" | Kelly | Lauren Leigh | Journal of Literacy Research; Dec2020, Vol. 52 Issue 4, p456-481, 26p | 01/12/2020 | Undefined | unknown | critical literacies, Black girl literacies, critical consciousness, digital literacies, social justice | Kelly, Lauren Leigh. “Exploring Black Girls’ Subversive Literacies as Acts of Freedom.” Journal of Literacy Research, vol. 52, no. 4, Dec. 2020, pp. 456–481. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edb&AN=146929823&site=eds-live&scope=site. | Research on Black girls' and women's literacies reveals how they utilize literacy practices to resist oppression and define their identities. Yet, these practices are frequently absent from or marginalized in formalized schooling spaces. In addition, Black girlhood is rarely placed at the center of equity interventions in schools. As the history of activism in the United States is tied to Black women's struggles for freedom, research and practice involving racial equity must be attentive to the literacies and activism of Black girls. Grounded in Black feminist theory, this article describes a longitudinal study of the critical consciousness development of two young Black women as they engaged in distinct literacy practices to navigate and resist racial oppression in high school. The author analyzes interviews as well as literacy artifacts to explore how these girls enacted critical, digital, and subversive literacies to challenge intersecting oppressions of race and gender in a predominantly White, suburban school. | AC | ||
| "Me & Mama" | Cabrera | Cozbi A. | Denene Millner Books/Simon & Schuster Books for Young Readers; Illustrated edition (August 25, 2020) | 01/08/2020 | Undefined | unknown | Black girl | Cabrera, Cozbi. Me & Mama. Illustrated, Denene Millner Books/Simon & Schuster Books for Young Readers, 2020. | Mama’s love is brighter than the sun, even on the rainiest of days. This celebration of a mother-daughter relationship is perfect for sharing with little ones! On a rainy day when the house smells like cinnamon and Papa and Luca are still asleep, when the clouds are wearing shadows and the wind paints the window with beads of water, I want to be everywhere Mama is. With lyrical prose and a tender touch, the Caldecott and Coretta Scott King Honor Book Mama and Me is an ode to the strength of the bond between a mother and a daughter as they spend a rainy day together. | AC | ||
| "Never again left in prison cells: Black girl's citizenship making in an era of anti-Black girlhoods" | Hines; Young | Dorothy E.; Jemimah L. | Journal of Educational Administration & History; Aug2020, Vol. 52 Issue 3, p283-294 | 01/08/2020 | Undefined | unknown | alternative schools, Black girls, citizenship | Hines, Dorothy E., and Jemimah L. Young. “Never Again Left in Prison Cells: Black Girl’s Citizenship Making in an Era of Anti-Black Girlhoods.” Journal of Educational Administration & History, vol. 52, no. 3, Aug. 2020, pp. 283–294. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edb&AN=145200465&site=eds-live&scope=site. | This sociohistorical analysis situates Black girls experiences in alternative schools as a fight for citizenship. In this era of what we call antiblack girlhoods we describe how Black girls are redefining citizenship, humanness, and freedom in schooling spaces where they have been ascribed an illegal status. We assert that schools operate as political economies that serve to oppress and marginalise Black girls who are placed in alternative schools that fail to provide the necessary academic and socioemotional support necessary for their matriculation. Given the percentages of Black girls who are removed from traditional schools, in this analysis, we bring to light Black female students' experiential accounts in alternative settings. The article draws from Critical Race Feminism (CRF) and literature on antiblackness to examine the micropolitical economies of alternative schools, and how an era of antiblack girlhoods has structured their citizenship status. | AC | ||
| "To Heal Our World, We Must First Heal Our Girls: Examining Black Girl Achievement" | Young | Jemimah L | Multicultural Learning & Teaching; Sep2020, Vol. 15 Issue 2, p1-11 | 01/09/2020 | Undefined | unknown | achievement, Black females, intersectionality, socialization | Young, Jemimah L. “To Heal Our World, We Must First Heal Our Girls: Examining Black Girl Achievement.” Multicultural Learning & Teaching, vol. 15, no. 2, Sept. 2020, pp. 1–11. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edb&AN=146176484&site=eds-live&scope=site. | The racial achievement gap is one of the most persistent and pervasive issues in educational research. Unfortunately, the current research on Black student achievement lacks empirical studies that address the academic strengths and challenges facing Black girls. Specifically, there is a dearth of resources in the form of books, articles, and policies to support the learning of Black girls. Therefore studies that isolate gender as a contributing factor are warranted. The author presents an argument to explicate why the dearth of research supporting the achievement of Black girls is unjustified. Three research and data integrity considerations are presented to support this argument. | AC | ||
| "Muting Black girls: how office referral forms mask dehumanising disciplinary interactions" | Neal-Jackson | Alaina | Journal of Educational Administration & History; Aug2020, Vol. 52 Issue 3, p295-308 | 01/08/2020 | Georgia | unknown | Black girls schooling, discipline, equity, urban schooling | Neal-Jackson, Alaina. “Muting Black Girls: How Office Referral Forms Mask Dehumanising Disciplinary Interactions.” Journal of Educational Administration & History, vol. 52, no. 3, Aug. 2020, pp. 295–308. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edb&AN=145200461&site=eds-live&scope=site. | Within US public schools, Black girls are increasingly overrepresented in exclusionary discipline. Typically, this disproportionality has been examined through the analysis of district wide discipline records including, but not limited to, office referrals. Few studies have endeavored to interrogate the structure and creation of office referrals as more than a mundane part of the disciplinary system. Based on a two-year ethnographic investigation of one high school, and drawing upon Black feminist theory, this paper examined how the structure of office referrals, and teachers' subsequent use, enabled them to serve as critical tools in facilitating the dehumanization of Black girls during disciplinary interactions. Analysis revealed multiple ways in which referral forms empowered teachers to control the narratives surrounding misbehavior in ways that demonized Black girls while simultaneously masking their own negligence. Recommendations for practice and research are discussed. | AC | ||
| "Black Girlhood, Representation, Place, and Relationships in Jacqueline Woodson's Work" | Howard | Krystal | Bookbird: A Journal of International Children's Literature (Johns Hopkins University Press); 2020, Vol. 58 Issue 3 | 01/07/2020 | Undefined | unknown | Black girl, Black girlhood, brown girl | Howard, Krystal. “Black Girlhood, Representation, Place, and Relationships in Jacqueline Woodson’s Work.” Bookbird: A Journal of International Children’s Literature (Johns Hopkins University Press), vol. 58, no. 3, July 2020, p. N.PAG. EBSCOhost, doi:10.1353/bkb.2020.0058. | NA | AC | ||
| "Black Girl Unlimited: The Remarkable Story of a Teenage Wizard" | Brown | Echo | Henry Holt and Co. (BYR) (January 14, 2020) | 01/01/2020 | New York | unknown | Black girl | Brown, Echo. Black Girl Unlimited: The Remarkable Story of a Teenage Wizard. Henry Holt and Co. (BYR), 2020. | Heavily autobiographical and infused with magical realism, Black Girl Unlimited fearlessly explores the intersections of poverty, sexual violence, depression, racism, and sexism―all through the arc of a transcendent coming-of-age story for fans of Renee Watson's Piecing Me Together and Ibi Zoboi's American Street. Echo Brown is a wizard from the East Side, where apartments are small and parents suffer addictions to the white rocks. Yet there is magic . . . everywhere. New portals begin to open when Echo transfers to the rich school on the West Side, and an insightful teacher becomes a pivotal mentor. Each day, Echo travels between two worlds, leaving her brothers, her friends, and a piece of herself behind on the East Side. There are dangers to leaving behind the place that made you. Echo soon realizes there is pain flowing through everyone around her, and a black veil of depression threatens to undo everything she’s worked for. | AC | ||
| "Portraits of Black girls: reflections on schooling and leadership of a Black woman principal in an age of adultism" | McClellan | Patrice A. | Journal of Educational Administration & History; Aug2020, Vol. 52 Issue 3, p256-269 | 01/08/2020 | Northwest | unknown | Black feminism, Black girlhood, portraiture, principal leadership | McClellan, Patrice A. “Portraits of Black Girls: Reflections on Schooling and Leadership of a Black Woman Principal in an Age of Adultism.” Journal of Educational Administration & History, vol. 52, no. 3, Aug. 2020, pp. 256–269. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edb&AN=145200464&site=eds-live&scope=site. | This study explores Black girls' perceptions of school and the leadership of a Black woman principal. Portraiture as the methodology was used to understand the nuances of education by interviewing and observing six Black girls. In this article, Black girls are situated as experts and co-constructors of knowledge on what it means to be a Black girl in a public school. Findings from this study focus on principal tough love, negative teacher talk, and disengagement as problem-solving. | AC | ||
| "Parable of the Brown Girl: The Sacred Lives of Girls of Color" | Adams | Khristi | Fortress Press (February 4, 2020) | 01/02/2020 | Undefined | unknown | Colored girl, Black girl | Adams, Khristi Lauren. Parable of the Brown Girl: The Sacred Lives of Girls of Color. Fortress Press, 2020. | The stories of girls of color are often overlooked, unseen, and ignored rather than valued and heard. In Parable of the Brown Girl, minister and youth advocate Khristi Lauren Adams introduces readers to the resilience, struggle, and hope held within these stories. Instead of relegating these young women of color to the margins, Adams brings their stories front and center where they belong. By sharing encounters she's had with girls of color that revealed profound cultural and theological truths, Adams magnifies the struggles, dreams, wisdom, and dignity of these voices. Thought-provoking and inspirational, Parable of the Brown Girl is a powerful example of how God uses the narratives we most often ignore to teach us the most important lessons in life. It's time to pay attention. | AC | ||
| "Black Girls and Women in K-12 Educational Settings: A Content Analysis of Publications in Selected Journals from 2000–2015" | Young | Jemimah L. | Urban Review; Sep2020, Vol. 52 Issue 3, p603-622 | 01/09/2020 | Undefined | unknown | Black female learners, Literature review, Quantitative content analysis | Young, Jemimah L. “Black Girls and Women in K-12 Educational Settings: A Content Analysis of Publications in Selected Journals from 2000–2015.” Urban Review, vol. 52, no. 3, Sept. 2020, pp. 603–622. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edb&AN=144565036&site=eds-live&scope=site. | Black female-focused scholarship continues to grow within the field of urban education. However, what remains unknown are the thematic and empirical trends that characterize this area of specialization. To address this challenge, a quantitative content analysis of 30 high-impact journals was conducted. From the pool of several thousand studies, 39 empirical studies with a specific focus on Black women and girls were identified. Results indicate that except for urban education focused journals, most journals lacked studies examining Black female educational trends. The researcher provides recommendations based on categorized frequency data from the methodological, thematic, and historical trends in the literature. | AC | ||
| "Ghosts in the House" | Als | Hilton | New Yorker. 7/27/2020, Vol. 96 Issue 21, p30-39 | 01/07/2020 | Ohio and New York | unknown | Black girl, colored girl | Als, Hilton. “Ghosts in the House.” New Yorker, vol. 96, no. 21, July 2020, pp. 30–39. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pwh&AN=144644670&site=eds-live&scope=site. | A reprint of the article from the October 27, 2003, issue is presented. The author presents a profile of the African American author Toni Morrison in which he discusses Morrison's books and writing style, her contributions to the field of literature, and the ways by which she has helped paved the way for other Black writers. | AC | ||
| "The relationship between externalizing behavior and school and familial attachments among girls from diverse backgrounds" | Kalu; Menon; Quinn | Sandra R.; Sujeeta E.; Camille R. | Children and Youth Services Review September 2020 116 | 01/09/2020 | Undefined | 15 to 17 | Black girls, Female delinquency, Social bonding theory, Family bonding, School bonding, Externalizing behavior | Kalu, Sandra R., et al. “The Relationship between Externalizing Behavior and School and Familial Attachments among Girls from Diverse Backgrounds.” Children and Youth Services Review, vol. 116, Sept. 2020. EBSCOhost, doi:10.1016/j.childyouth.2020.105170. | Externalizing behavior is a high-risk factor for future justice involvement, and a strong predictor of recidivism among juvenile justice involved youth. Travis Hirschi's social bonding theory suggests that adolescents with strong bonds to socialization agents are less likely to engage in delinquent behaviors. Bonding is particularly important among girls given the high importance of bonding to their positive development. Guided by the premise of the social bonding theory, this study used secondary data from the Fragile Families and Child Wellbeing Study to assess the relationship between parental and school bonding, and externalizing behavior among girls. This study also assessed the differences among girls regarding race, given the racial disparities in juvenile justice involvement among girls. The results from the hierarchical multiple regression analysis (n = 1678) displayed the significance of suspension/expulsion, parental attachment, and school belongingness in predicting externalizing behavior. Further exploration will offer social workers, educators, policymakers, researchers, and other stakeholders information to guide their prevention and intervention efforts with girls who display externalizing behavior, but also a better understanding of the factors that can help prevent juvenile justice involvement among girls. | AC | ||
| "Loc'd and Faded, Yoga Pants, and Spaghetti Straps: Discrimination in Dress Codes and School Pushout" | Martin; Brooks | Jennifer L.; Jennifer N. | International Journal of Education Policy & Leadership; 2020, Vol. 16 Issue 19, p1-19 | 01/12/2020 | Midwestern state | unknown | Black girl, African American girl, African American girls | Martin, Jennifer L., and Jennifer N. Brooks. “Loc’d and Faded, Yoga Pants, and Spaghetti Straps: Discrimination in Dress Codes and School Pushout.” International Journal of Education Policy & Leadership, vol. 16, no. 19, Dec. 2020, pp. 1–19. EBSCOhost, doi:10.22230/ijepl.2020v16n19a1047. | This article reviews dress code violations that have made national news in the United States and globally that spotlight racist and sexist issues embedded in common K-12 dress codes. It also analyzes all the school dress codes in one county in a Midwestern American state to examine the associated racist and sexist implications. The article ends with an assessment tool to help readers determine the levels of racism and sexism in their own K-12 district dress codes. | AC | ||
| "Lessons in defiance: Homeschooling Lets Black Girls Learn in Peace" | Yuen | Christal | Bitch Magazine: Feminist Response to Pop Culture. Fall2020, Issue 88, p20-21 | 01/09/2020 | Undefined | unknown | Black girl, Black girls | Yuen, Christal. “Lessons in Defiance: Homeschooling Lets Black Girls Learn in Peace.” Bitch Magazine: Feminist Response to Pop Culture, no. 88, Fall 2020, pp. 20–21. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=asx&AN=145042119&site=eds-live&scope=site. | NA | AC | ||
| "Academe's Disturbing Indifference to Racism" | Cole | Eddie R. | Chronicle of Higher Education. 12/11/2020, Vol. 67 Issue 8, p1-4 | 01/12/2020 | Undefined | unknown | Black girls | Cole, Eddie R. “Academe’s Disturbing Indifference to Racism.” Chronicle of Higher Education, vol. 67, no. 8, Dec. 2020, pp. 1–4. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pwh&AN=148194853&site=eds-live&scope=site. | NA | AC | ||
| "African American Adolescent Girls' Beliefs About Skin Tone and Colorism" | Abrams; Belgrave; Williams; Maxwell | Jasmine A.; Faye Z.; Chelsea D.; Morgan L. | Journal of Black Psychology; Mar2020, Vol. 46 Issue 2/3, p169-194 | 01/03/2020 | Undefined | 13 to 17 | Black girls, colorism, colorist beliefs, culture, skin tone bias | Abrams, Jasmine A., et al. “African American Adolescent Girls’ Beliefs About Skin Tone and Colorism.” Journal of Black Psychology, vol. 46, no. 2/3, Mar. 2020, pp. 169–194. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edb&AN=144496613&site=eds-live&scope=site. | Colorism is a pervasive system of inequality shown to negatively affect psychosocial and economic outcomes among African American adults. Among African American women and girls in particular, the social and psychological implications of colorist practices can be severe. The present study aimed to better understand African American girls' understanding of this phenomenon during adolescence. Using a phenomenological approach, interviews and focus groups were conducted with African American girls (N = 30) in order to determine which colorist messages are perceived and potentially internalized as communal beliefs. Iterative coding and subsequent thematic analysis revealed three primary themes and four subthemes: (a) Skin tone and attractiveness (Subthemes: Light skin as beautiful; Dark skin as unattractive), (b) Skin tone and social standing and education level (Subthemes: Dark skin as lower class; Light skin as higher class), and (c) Skin tone and personality/behavioral traits. Findings revealed that African American girls reported contemporary colorism biases similar to those found among African American women, suggesting temporal and generational continuity. | AC | ||
| "“My Teacher Doesn’t Like Me”: Perceptions of Teacher Discrimination and School Discipline among African-American and Caribbean Black Adolescent Girls" | Butler-Barnes; Inniss-Thompson | Sheretta T.; Misha N. | Education Sciences, Vol 10, Iss 2, p 44 (2020) | 01/02/2020 | Undefined | 13 to 17 | African-American girls; Caribbean Black American girls; discrimination; school discipline | Sheretta T. Butler-Barnes, and Misha N. Inniss-Thompson. ““My Teacher Doesn’t Like Me”: Perceptions of Teacher Discrimination and School Discipline among African-American and Caribbean Black Adolescent Girls.” Education Sciences, vol. 10, no. 2, Feb. 2020, p. 44. EBSCOhost, doi:10.3390/educsci10020044. | This study examined the impact of perceived teacher discrimination on the school discipline of African-American and Caribbean Black adolescent girls. The findings are drawn from a nationally representative sample of (n = 410) African-American and (n = 193) Caribbean Black adolescent girls age 13 to 17 (Mage = 15). Results indicate that perceiving discrimination from teachers was associated with higher school discipline (e.g., suspension, expulsion, and spending time in a jail, detention center) for African-American girls. For Caribbean Black girls, higher household income and school bonding was associated with lower school discipline. Older Caribbean Black girls were also more likely to receive higher school discipline. However, perceiving discrimination from teachers was not associated with school discipline for Caribbean Black girls. The developmental significance and implications for future research are discussed. | AC | ||
| "Cultural Identity Matters: Engaging African American Girls in Middle School" | Jones | Janine M. | Journal for Specialists in Group Work; Mar2020, Vol. 45 Issue 1, p76-95 | 01/03/2020 | Undefined | unknown | culturally responsive intervention, ethnic identity, School engagement, school-based mental health | Jones, Janine M., and Lisa H. Lee. “Cultural Identity Matters: Engaging African American Girls in Middle School.” Journal for Specialists in Group Work, vol. 45, no. 1, Mar. 2020, pp. 76–95. EBSCOhost, doi:10.1080/01933922.2020.1716285. | School engagement has emerged as a significant predictor of positive academic and vocational outcomes. This study investigated the effects of a culturally responsive group intervention developed for African-American youth on dimensions of school engagement. Student and teacher perceptions of school engagement before, after, and 6 weeks following the intervention were analyzed for intervention effects with a particular focus on the four dimensions of engagement: academic, behavioral, cognitive, and affective engagement. Engagement patterns differed for the intervention participants and participants in the control group had lower self- and teacher-reported engagement than those who received the group intervention. | AC | ||
| "Black Youths' perceptions of school cultural pluralism, school climate and the mediating role of racial identity" | Smith; Wang; Hill | Leann V.; Ming-Te; Daphne J. | Journal of School Psychology December 2020 83:50-65 | 01/12/2020 | Mid-Atlantic region of United States | 13 (mean age) | School climate, Black youth, Cultural pluralism, School diversity, Racial identity | Smith, Leann V., et al. “Black Youths’ Perceptions of School Cultural Pluralism, School Climate and the Mediating Role of Racial Identity.” Journal of School Psychology, vol. 83, Dec. 2020, pp. 50–65. EBSCOhost, doi:10.1016/j.jsp.2020.09.002. | Researchers have become interested in the school climate experiences of Black youth given findings of less positive evaluations of school climate in comparison to their other-race peers. School support for cultural pluralism, also referred to as school support for cultural diversity, has been regarded as one aspect of school climate, but is sometimes distinct from Black youth's ratings of general perceptions of school climate. This project sought to understand the relationship between Black students' perceptions of school support for cultural pluralism and perceptions of school climate. Structural equation modeling techniques were used to determine whether previous perceptions of school support for cultural pluralism predicted later perceptions of school climate in a sample of 336 Black adolescents (Mage = 13.74 years). Furthermore, racial identity was explored as the mechanism through which school support for cultural pluralism impacted school climate appraisals, and differences between Black boys (N = 151) and Black girls (N = 185) were tested. Results confirmed that Black youth who rated their school as being supportive of culturally pluralism had more positive ratings of school climate during the following school year after controlling for the previous year's school climate ratings. However, the mediating role of racial identity differed for Black boys and Black girls, underscoring the need for intersectional research for Black youth and the importance of racial identity. We conclude with a discussion regarding the importance of racial/ethnic identity and pluralism within the school context, as well as, the unique role of school psychologists as preventionists and advocates of change within schools. | AC | ||
| "Toward being nobody's darling: a womanist reframing of school climate" | Edwards | Erica B. | International Journal of Qualitative Studies in Education (QSE); Aug2020, Vol. 33 Issue 7, p759-772 | 01/08/2020 | Undefined | unknown | Black girls, school climate, womanism, racial discipline, gapschool/prison nexus | Edwards, Erica B. “Toward Being Nobody’s Darling: A Womanist Reframing of School Climate.” International Journal of Qualitative Studies in Education (QSE), vol. 33, no. 7, Aug. 2020, pp. 759–772. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edb&AN=144871327&site=eds-live&scope=site. | This article demonstrates how (bad) girl performances rupture the inherently violent logic undergirding exclusionary discipline through the schooling experiences of five Black girls on probation. In so doing, it reveals a clear need for the abolition of suspension, expulsion and school-based arrest and relays a new focus on freedom dreaming for harmonious, womanist, healing-informed school climates. In so doing, it calls educators to nurture the liberatory promise in Black girls who experience school conflict by affirming their resistance, rejection, or indifference to white femininity and Black respectability. Such a move takes us away from perceptions, policies, and practices reinscribing Black girlhood as problematic and brings us toward schooling experiences that invite and honor the fullness of their being. | AC | ||
| "Hands Up!" | McDaniel | Breanna J. | Dial Books; Illustrated edition (January 22, 2019) | 01/01/2020 | Undefined | 3 | Black girl, African American children | McDaniel, Breanna, and Shane Evans. Hands Up! Puffin Books, 2020. | A young black girl lifts her baby hands up to greet the sun, reaches her hands up for a book on a high shelf, and raises her hands up in praise at a church service. She stretches her hands up high like a plane's wings and whizzes down a hill so fast on her bike with her hands way up. As she grows, she lives through everyday moments of joy, love, and sadness. And when she gets a little older, she joins together with her family and her community in a protest march, where they lift their hands up together in resistance and strength. | AC | ||
| "Addressing sexually transmitted infections in the sociocultural context of black heterosexual relationships in the United States" | Crooks; Wise; Frazier | Natasha; Akilah; Tyralynn | Social Science & Medicine October 2020, pp. 263 | 01/10/2020 | Midwest U.S. | 18 to 24 | Sexually transmitted infections, BlackWomen, Relationships, Context, Sexuality, Grounded theory | Crooks, Natasha, et al. “Addressing Sexually Transmitted Infections in the Sociocultural Context of Black Heterosexual Relationships in the United States.” Social Science & Medicine, vol. 263, Oct. 2020. EBSCOhost, doi:10.1016/j.socscimed.2020.113303. | Rationale Black girls and women are disproportionately affected by sexually transmitted infections (STIs) and human immunodeficiency virus/acquired immunodeficiency syndrome (HIV/AIDS). Research shows sexual networks, sexual concurrency, and assortative mixing impacting racial disparities in STI/HIV. However, the underlying sociocultural conditions of these phenomenon have yet to be fully explored within a framework of Black girls' and women's sexual development. Method We used theoretical sampling to select and interview 20 Black women aged 19–62 years old from a Midwestern community. Results This study revealed sociocultural conditions related to Black heterosexual relationships and STI/HIV risk. Protecting Black men, silencing Black girls and women, cultural norms and messaging about sexuality, and gendered societal expectations and sexual stereotypes contribute to STI/HIV risk in Black girls and women. Conclusions Our findings demonstrate how the intersection of social and systemic structures (i.e.,history, incarceration, unemployment) shape the context of Black heterosexual relationships. We suggest STI/HIV prevention efforts address these systemic, cultural, and societal factors in order to effectively reduce racial disparities in STI/HIV risk. | AC | ||
| "Channing Godfrey Peoples Makes Directorial Debut With 'Miss Juneteenth'" | Tauer | Kristen | WWD: Women's Wear Daily. 6/19/2020, p21-21 | 01/06/2020 | Texas | unknown | Black girl | Tauer, Kristen. “Channing Godfrey Peoples Makes Directorial Debut With ‘Miss Juneteenth.’” WWD: Women’s Wear Daily, June 2020, p. 21. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=buh&AN=144241762&site=eds-live&scope=site. | June 19 is a fitting release datefor "Miss Juneteenth", Channing Godfrey Peoples' lushly shotdebut feature film, but it wasn't always a given. Set ina suburb of Forth Worth, Tex. -- where Peoples grew up -- the story centers onthe town's annual Juneteenth celebration and Miss Juneteenth pageant, whereone young Black girl is awarded a fullcollege scholarship. | AC | ||
| "A Song below Water" | Morrow | Bethany C. | Tor Teen (June 2, 2020) | 01/06/2020 | Portland, Oregon | unknown | Black girl, Black girls | Morrow, Bethany. A Song Below Water: A Novel. Tor Teen, 2020. | In a society determined to keep her under lock and key, Tavia must hide her siren powers. Meanwhile, Effie is fighting her own family struggles, pitted against literal demons from her past. Together, these best friends must navigate through the perils of high school’s junior year. But everything changes in the aftermath of a siren murder trial that rocks the nation, and Tavia accidentally lets out her magical voice at the worst possible moment. Soon, nothing in Portland, Oregon, seems safe. To save themselves from drowning, it’s only Tavia and Effie’s unbreakable sisterhood that proves to be the strongest magic of all. | AC | ||
| "Missing in Action: Gifted Black Girls in Science, Technology, Engineering, and Mathematics" | Collins; Joseph; Ford | Kristina Henry; Nicole M.; Donna Y. | Gifted Child Today; Jan2020, Vol. 43 Issue 1, p55-63 | 01/01/2020 | Undefined | unknown | gender, gifted education, identity development, intersectionality, motivation, psychosocial development, social/emotional needs, STEM, talent development, underserved populations | Collins, Kristina Henry, et al. “Missing in Action: Gifted Black Girls in Science, Technology, Engineering, and Mathematics.” Gifted Child Today, vol. 43, no. 1, Jan. 2020, pp. 55–63. EBSCOhost, doi:10.1177/1076217519880593. | Many commonplace stories, including the authors and those they have heard, substantiate a critical and undeniable truth: marginalized and underrepresented students' development through the science, technology, engineering, and mathematics (STEM) pipeline is centered on race and gender and is impacted by (un)intentional and (in)formal interactions with other variables. A noticeable issue in STEM and gifted education is the poor presence of Black girls. We contend that for females, the disconnect between grades, class performance, and interest is all too familiar. This is true even if they are gifted, and especially for Black girls. This article is written with the resolve to address the underpinning complexity of contemporary challenges of underrepresentation of gifted Black girls in STEM, which are rooted in intersectional issues of race and sex discrimination. We address barriers and offer recommendations for change, mostly grounded in relevant theories. | AC | ||
| "Mathematics Literacy, Identity Resilience, and Opportunity Sixty Years Since Brown v. Board: Counternarratives of a Five- Generation Family" | Leonard; Bloom; Walker; Joseph | Jacqueline; Victoria; Erica N.; Nicole M. | Journal of Urban Mathematics Education; Jul2020, Vol. 13 Issue 1B, p12-37 | 01/07/2020 | Undefined | unknown | Black Feminist Thought, counternarratives, mathematics identity, segregation | Leonard, Jacqueline, et al. “Mathematics Literacy, Identity Resilience, and Opportunity Sixty Years Since Brown v. Board: Counternarratives of a Five- Generation Family.” Journal of Urban Mathematics Education, vol. 13, no. 1B, July 2020, pp. 12–37. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=eue&AN=145690679&site=eds-live&scope=site. | In this chapter, the authors use Black Feminist Thought (BFT) to examine the mathematics education and the educational attainment of African American females in a matrilineal line that spans five generations. A cross analysis of school experiences, from a maternal great-great-grandmother to her great-great-granddaughter, reveal a portrait of segregation, desegregation, and resegregation. The impact of these educational contexts on the mathematics literacy and mathematics identity of four African American women and the hope and promise of a young girl in the class of 2026 are also presented. From sharecropper schools in Mississippi to prestigious universities in the eastern United States, the challenges and successes of one family's struggle to obtain mathematics literacy and the American dream are discussed through the historical lens of Brown v. Board of Education. Using this historical context, the specific experiences of these five family members encourage a dialogue about a larger narrative--the mathematics attainment of all Black children. | AC | ||
| "Film focuses on criminalization of black girls" | Broady | Arlinda Smith | The Atlanta Journal-Constitution (Atlanta, GA). March 12, 2020 | 01/03/2020 | Undefined | unknown | Black girls | Broady, Arlinda Smith. “Film Focuses on Criminalization of Black Girls.” The Atlanta Journal-Constitution (Atlanta, GA), 12 Mar. 2020, p. B3. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edsggo&AN=edsgcl.617181760&site=eds-live&scope=site. | NA | AC | ||
| "Out of Jail and Back in School, Grace Finds Her Voice" | Cohen | Jodi S. | Pro Publica. 2020, p1-14 | 01/10/2020 | Michigan | unknown | Black girls, Black Girl Magic | Cohen, Jodi S. “Out of Jail and Back in School, Grace Finds Her Voice.” Pro Publica, Oct. 2020, pp. 1–14. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pwh&AN=147272441&site=eds-live&scope=site. | Ten minutes before her debut and three months after she became known as the Michigan girl sent to juvenile detention for failing to do her online schoolwork, Grace* hurried into a bustling doughnut shop in suburban Detroit and plopped into a leather chair next to her mother. Because the timing conflicted with her new job as a political canvasser, Grace ducked into a nearby Tim Hortons to lead her session, called "Grace Speaks." Danielle had sent Grace a letter while she was in detention and was one of the first friends Grace called when she was released. | AC | ||
| "The Shield" | Michaels | Samantha | Mother Jones. Sep/Oct2020, Vol. 45 Issue 5, p14-62 | 01/09/2020 | Undefined | unknown | Black girls | Michaels, Samantha. “The Shield.” Mother Jones, vol. 45, no. 5, Sept. 2020, pp. 14–62. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pwh&AN=144817333&site=eds-live&scope=site. | The article discusses the issue of police brutality in the U.S. and whether the 2020 racial justice protests due to the death of African American George Floyd in the hands of Minneapolis police will finally lead to reform. Also cited are the role of police unions in the lack of police discipline and sanctions, and the study by University of Victoria in Canada showing that police killings of African Americans and brown people in the U.S. rose when police unions were formed. | AC | ||
| "No Novel About Any Black Woman Could Ever Be the Same After This" | Baker | Calvin | Atlantic. Sep2020, Vol. 326 Issue 2, p90-98. | 01/09/2020 | Undefined | unknown | Black girl | Baker, Calvin. “‘No Novel About Any Black Woman Could Ever Be the Same After This.’” Atlantic, vol. 326, no. 2, Sept. 2020, pp. 90–98. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pwh&AN=144982744&site=eds-live&scope=site. | The article explores the works of African American fiction writer Gayl Jones including her six-volume novel "Palmares." Topics discussed include Jones' account of a fugitive-slave settlement in colonial Brazil, description of her first book, "Corregidora," in 1975 according to novelist Toni Morrison, and her account of domestic violence in the book "Eva's Man" which was published in 1976. | AC | ||
| "Teach Our Children Well" | Tomassi | Patrick | America. Oct2020, Vol. 223 Issue 4, p30-39. | 01/10/2020 | Undefined | unknown | Black girls | Tomassi, Patrick. “Teach Our Children Well.” America, vol. 223, no. 4, Oct. 2020, pp. 30–39. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pwh&AN=145919631&site=eds-live&scope=site. | The article focuses on evangelical Protestants and Catholics who home-school children and mentions ensuring children receiving religious education. Topics discussed include national examination of conscience which began since killing of the black man George Floyd, book "Christ the King: Lord of History" from Ann W. Carroll and presentation of African enslavement in the U.S. | AC | ||
| "The Battle of Portland" | Jeong | Sarah | New Republic. Oct2020, Vol. 251 Issue 10, p12-21 | 01/10/2020 | Portland | unknown | Black teenage girls, Black girls | Jeong, Sarah. “The Battle of Portland.” New Republic, vol. 251, no. 10, Oct. 2020, pp. 12–21. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pwh&AN=145484615&site=eds-live&scope=site. | The article explores how mass protests against racist police brutality sparked a historic federal crackdown on dissent. Topics include viral photos and videos from the Portland protests were shot in the vicinity of the courthouse; fraught nights when protesters faced off against the battalions of federal law enforcement; and law enforcement branch of Immigration and Customs Enforcement. | AC | ||
| "Hybridized Black Authenticity: Aspirational Lifestyle Ideals and Expectations of the Self-Disciplined Black Woman in Essence" | Koontz; Nguyen | Amanda; Jenny | Sociological Quarterly. Summer2020, Vol. 61 Issue 3, p448-473 | 01/01/2020 | Undefined | unknown | Consumers and consumption; culture; sociology of race, gender, and class; and class; sex and gender | Koontz, Amanda, and Jenny Nguyen. “Hybridized Black Authenticity: Aspirational Lifestyle Ideals and Expectations of the Self-Disciplined Black Woman in Essence.” Sociological Quarterly, vol. 61, no. 3, Summer 2020, pp. 448–473. EBSCOhost, doi:10.1080/00380253.2019.1711256. | This research explores how popular media content promotes hybridized black authenticity – consisting of controlling images, expectations, and ideals – through aspirational lifestyle advice for black women. Through a content analysis of Essence, we examine tensions between meanings of authenticity (true self) and black authenticity (social constructions of being legitimately black). We find integrations of race-specific expectations with culturally dominant "raceless" ideals, so that hybridized black authenticity extends intersectional authenticity standards through themes of pursuing the true self, embracing natural beauty, and regulating black lady professional respectability. Advice promotes individualized responses of self-responsibility and surveillance to systemic issues while acknowledging racialized and gendered tensions. | AC | ||
| "Black Youth’s Experiences With Feelings of Worthlessness, Parent Relationships, and Suicide: Findings From a National Probability Survey" | Goodwill | Janelle R. | Journal of Adolescent Health, January 2020 | 01/01/2020 | Undefined | 12 to 17 | Black girls | Goodwill, Janelle R. “Black Youth’s Experiences With Feelings of Worthlessness, Parent Relationships, and Suicide: Findings From a National Probability Survey.” Journal of Adolescent Health, Jan. 2020. EBSCOhost, doi:10.1016/j.jadohealth.2020.12.141. | Purpose: Suicide has been a leading cause of death for Black youth in the U.S. since the 1980s. Yet, empirical investigations that examine correlates of suicidality and assess within-group differences among Black boys and girls are scant. The current study therefore sought to rectify this gap by assessing whether feelings of worthlessness and parent relationships were associated with suicidality for Black adolescents, while also examining whether youth’s experiences are consistent across gender groups. Results: Black girls reported more suicide ideation and attempt. Black girls also reported more feelings of worthlessness, while boys reported fewer fights with their parents. Results from the gender-stratified logistic regression analyses revealed that feelings of worthlessness were associated with significantly greater odds of suicide ideation, planning, and attempt both for Black girls and boys. The frequency of fighting with parents was associated with greater odds of all three suicide outcomes for girls and ideation only for boys. Receiving verbal affirmation from parents was associated with significantly lower odds of suicide ideation among girls only. Conclusions: Findings indicate that some intrapersonal and interpersonal factors are differentially associated with suicide in boys and girls. As such, affirming Black youth of their self-worth and promoting positive relationships with their parents will be imperative in working to prevent suicide among this population. | AC | ||
| "Racial Differences in the Influence of Risk Factors in Childhood on Left Ventricular Mass in Young Adulthood" | Mendizábal; Khoury; Woo; Urbina | Brenda; Philip; Jessica G.; Elaine M. | The Journal of Pediatrics, February 2020, 217, pp. 152-157 | 01/02/2020 | Cincinnati | 25.7 ± 1.7 years (mean age) | childhood risk factors; end organ damage; heart rate variability; hypertension; left ventricular mass; obesity; race; target organ damage | Mendizábal, Brenda, et al. “Racial Differences in the Influence of Risk Factors in Childhood on Left Ventricular Mass in Young Adulthood.” The Journal of Pediatrics, vol. 217, Feb. 2020, pp. 152–157. EBSCOhost, doi:10.1016/j.jpeds.2019.10.037. | Objective(s): To examine racial differences in the relationship between cardiovascular (CV) risk factors measured since age 10 years and left ventricular mass index (LVMI) in adulthood in the National Heart, Lung, and Blood Institute Growth and Health Study. Study design: Longitudinal investigation with CV risk factors measured throughout childhood and LVMI measured in adulthood. In total, 556 black and white girls were recruited from schools in the greater Cincinnati area. Analyses examined traditional CV risk factors at baseline, follow-up, and over time (ie, area under the curve [AUC]). LVMI was collected with 2-dimensional guided echocardiographic imaging at a mean age of 25.7 ± 1.7 years. Results: Black girls had higher adiposity and insulin and lower heart rate across time (all P < .05). Blacks had higher LVMI compared with whites in adulthood. Major determinants of young adult LVMI, were race, body mass index z score AUC, systolic blood pressure z score AUC, percent body fat by skin fold AUC, heart rate AUC, and an interaction between race and heart rate (model R2 = 0.40, P < .0001). Conclusions: The major determinants of LVMI in young female adults are race, adiposity, and systolic blood pressure. | AC | ||
| "Oh, It Was Nothing" | Garber | Megan | Atlantic. Nov2020, Vol. 326 Issue 4, p34-36 | 01/11/2020 | Undefined | unknown | Black girls | Garber, Megan. “Oh, It Was Nothing.” Atlantic, vol. 326, no. 4, Nov. 2020, pp. 34–36. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pwh&AN=146422406&site=eds-live&scope=site. | The author offers observation on U.S. Senator and 2020 vice-presidential candidate Kamala Harris. Topics discussed include brief information on her 2019 memoir "The Truths We Hold: An American Journey," highlights of her speech at the virtual Democratic National Convention, and description on the process by which female ambition is weaponized. It also mentions a term that became part of the American vernacular to describe unruly women during the campaign for female suffrage. | AC | ||
| A pediatric case of pigmented epithelioid melanocytoma with chromosomal copy number alterations in 15q and 17q and a novel NTRK3‐SCAPER gene fusion | Friedman, Hernandez, Fidai, Jiang, Shwayder, Carskadon, Andea, Harms, Chitale, Palanisamy | Ben J.; Simon; Chelsea; Angela; Tor A.; Shannon; Aleodor A.; Paul W.; Dhananjay; Nallasivam | Journal of Cutaneous Pathology; Jan2020, Vol. 47 Issue 1, p70-75 | 01/01/2020 | Undefined | 4 | melanocytic neoplasms, melanocytic lesions, dermatopathology, pigmented epithelioid melanocytoma, NTRK3 fusion | Friedman, Ben J., et al. “A Pediatric Case of Pigmented Epithelioid Melanocytoma with Chromosomal Copy Number Alterations in 15q and 17q and a Novel NTRK3‐SCAPER Gene Fusion.” Journal of Cutaneous Pathology, vol. 47, no. 1, Jan. 2020, pp. 70–75. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edb&AN=140370621&site=eds-live&scope=site. | Pigmented epithelioid melanocytoma (PEM) represents a group of rare, heavily pigmented melanocytic tumors encompassing lesions previously designated as “animal-type melanomas” and “epithelioid blue nevi.” Despite the association of multiple such tumors in the setting of Carney complex, most cases of PEM occur spontaneously as solitary neoplasms in otherwise healthy patients. PEM may arise in both children and adults, and has a known propensity to spread to the regional lymph nodes. Despite this latter finding, recurrence at the biopsy site or spread beyond the lymph node basin is exceptionally uncommon. Although the molecular basis for PEM continues to be characterized, findings to date suggest that this category of melanocytic neoplasia has genetic alterations distinct from those seen in common nevi, dysplasticnevi, Spitz nevi, and melanoma. Herein, we present an in-depth clinical, histopathologic, and molecular analysis of a case of PEM occurring on the scalp of a young African American girl found to have a novel NTRK3-SCAPER gene fusion. | AC | ||
| "The world is ours: mapping identity with Black Girl Cartography" | Mauldin, Presberry | Courtney, Cierra | Journal of Educational Administration & History; Aug2020, Vol. 52 Issue 3, p309-320 | 01/08/2020 | Undefined | unknown | Black Girl Cartography, Black girlhood leadership, Radical Feminist Leadership | Mauldin, Courtney, and Cierra Presberry. “The World Is Ours: Mapping Identity with Black Girl Cartography.” Journal of Educational Administration & History, vol. 52, no. 3, Aug. 2020, pp. 309–320. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edb&AN=145200462&site=eds-live&scope=site. | In this article, we offer Black Girl Cartography as a practice that centers the lives of Black girls and women and the mapping of 'black girl stories' as an educative tool. To illustrate the utility of Black girl Cartography in our work, we used an autoethnographic approach to draw upon our experiences in a graduate level English course centered around Black women's autobiographies and activism (Butler, T. T. 2018b. ENG 826 [Course Syllabus]. Michigan State University). In doing so, we asked the following research question: How can Black Girl Cartography be used as an educative tool for Black girls and Black girl researchers? | AC | ||
| "A qualitative exploration of Black mothers’ gendered constructions of their children and their parental school involvement" | Leath, Marchand, Harrison, Halawah, Davis, Rowley | Seanna, Aixa D., Asya, Amira, Chanelle, Stephanie | Early Childhood Research Quarterly Q4 2020 53:124-135 | 01/01/2020 | Midwest | 5 to 7 | Black mothers, Gender, Parental school involvement, School choice, Critical parent involvement | Leath, Seanna, et al. “A Qualitative Exploration of Black Mothers’ Gendered Constructions of Their Children and Their Parental School Involvement.” Early Childhood Research Quarterly, vol. 53, Jan. 2020, pp. 124–135. EBSCOhost, doi:10.1016/j.ecresq.2020.03.007. | Research documents the benefits of parental involvement for children's early childhood learning; yet, we know less about how Black mothers navigate their children's early schooling experiences. Further, evidence highlights the uniquely gendered experiences that Black girls and boys have in school, but few studies have considered the extent to which this factors into their mothers’ beliefs about their children as students and the actions they deem necessary to support them in school. The present qualitative study explored the parental involvement expectations of 76 Black mothers of rising 1st grade students. We considered how Black mothers constructed their children as learners across academic, social, and emotional domains, and the extent to which Black mothers’ expectations for parental involvement varied based on their child's gender. Our findings suggest that mothers of boys were more concerned about race and gender bias than mothers of girls, especially in relation to special education placement and the misdiagnosis of developmental disabilities. The authors discuss reasons that parents may need to attend more to the experiences of Black girls, and suggest how teachers can partner with Black parents to help their children thrive in early childhood classrooms. | AC | ||
| "Secret Histories" | Okeowo | Alexis | New Yorker. 10/26/2020, Vol. 96 Issue 33, p44-51 | 01/10/2020 | New York | unknown | Colored girls, Black girls | Okeowo, Alexis. “Secret Histories.” New Yorker, vol. 96, no. 33, Oct. 2020, pp. 44–51. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pwh&AN=146474515&site=eds-live&scope=site. | NA | AC | ||
| "Achieving Justice for Girls in the Juvenile Justice System" | Parrish | Danielle E. | Social Work; Apr2020, Vol. 65 Issue 2, p149-158 | 01/04/2020 | Undefined | unknown | Females, gender responsivity, gender specificity, juvenile justice, services | Parrish, Danielle E. “Achieving Justice for Girls in the Juvenile Justice System.” Social Work, vol. 65, no. 2, Apr. 2020, pp. 149–158. EBSCOhost, doi:10.1093/sw/swaa005. | Female involvement in the juvenile justice system has steadily increased in the United States over the past three decades. During this time, as male arrests have declined, female arrests have increased. Although many social workers have responded to these trends with a national call to identify and address the unique needs of these girls, we lack much high-quality research, including empirically supported interventions or programming to serve the needs of female youths involved in the justice system. This article provides a summary of the extant research that helps document the unique needs of these female youths and national policy efforts and practice considerations for social work practitioners. These needs and policy initiatives offer important opportunities for social workers to conduct research to improve the understanding of this population and also ways in which to provide services that address these youths' complex needs. The article concludes that these female youths—most of whom are not a danger to society—need services instead of involvement in the justice system. | AC | ||
| "Becoming Wards of the State: Race, Crime, and Childhood in the Struggle for Foster Care Integration, 1920s to 1960s" | Simmons | Michaela Christy | American Sociological Review. Apr2020, Vol. 85 Issue 2, p199-222 | 01/04/2020 | Undefined | 11 and 14 | Criminalization, delegated welfare state, foster care, race | Simmons, Michaela Christy. “Becoming Wards of the State: Race, Crime, and Childhood in the Struggle for Foster Care Integration, 1920s to 1960s.” American Sociological Review, vol. 85, no. 2, Apr. 2020, pp. 199–222. EBSCOhost, doi:10.1177/0003122420911062. | Using archival materials from the Domestic Relations Court of New York City, this article traces the conflict between private institutions and the state over responsibility for neglected African American children in the early twentieth century. After a long history of exclusion by private child welfare, the court assumed public responsibility for the protection of children of all races. Yet, in an arrangement of delegated governance, judges found themselves unable to place non-white children because of the enduring exclusionary policies of private agencies. When the situation became critical, the City sought to wrest control from private agencies by developing a supplemental public foster care system. This compromise over responsibility racialized the developing public foster care system of New York City, and it transformed frameworks of child protection as a social problem. The findings highlight the political salience surrounding issues of racial access in the delegated welfare state. Tracing how the conflict over access unfolded in New York City child protection provides an empirical case for understanding how the delegation of social welfare to private agencies can actually weaken racial integration efforts, generate distinct modes of social welfare inclusion, and racialize perceptions of social problems. | AC | ||
| "Mothering While Black: Boundaries and Burdens of Middle‐Class Parenthood" | McKinley | Brandyn-Dior | Journal of Family Theory & Review. Mar2020, Vol. 12 Issue 1, p107-114 | 01/03/2020 | Undefined | unknown | African American girls, Black girl | McKinley, Brandyn‐Dior. “Mothering While Black: Boundaries and Burdens of Middle‐Class Parenthood.” Journal of Family Theory & Review, vol. 12, no. 1, Mar. 2020, pp. 107–114. EBSCOhost, doi:10.1111/jftr.12361. | By centering the voices of African American middle-class mothers, I Mothering While Black: Boundaries and Burdens of Middle-Class Parenthood i , by the sociologist Dawn Marie Dow, addresses facets of African American motherhood previously neglected or misrepresented in the literature. However, as Dow's work reminds us, African American middle-class mothers' decision making occurs within a larger societal context in which race and class continue to determine access to high-quality housing and education. Using the accounts of African American middle-class mothers, I Mothering While Black i builds on previous theorizing and research on African American motherhood to introduce an alternative framework for analyzing work and family, which Dow calls the I market-family matrix i . Finally, despite a general reticence to discuss class distinctions among African Americans, recent data suggest that class divisions are increasing within African American communities. | AC | ||
| "A longitudinal examination of African American adolescent females detained for status offense" | Kim, Quinn, Logan-Greene, DiClemente, Voisin | Elizabeth Bo-Kyung; Camille R,; Patricia; Ralph; Dexter | Children and Youth Services Review, January 2020 | 01/01/2020 | Undefined | 13 to 17 | Status offense, Detention, African American youth, African American females, Deinstitutionalization, Juvenile Justice, Delinquency Prevention Act | Kim, Bo-Kyung Elizabeth, et al. “A Longitudinal Examination of African American Adolescent Females Detained for Status Offense.” Children and Youth Services Review, vol. 108, Jan. 2020. EBSCOhost, doi:10.1016/j.childyouth.2019.104648. | Introduction: Behaviors like truancy, running away, curfew violation, and alcohol possession fall under the status offense category and can have serious consequences for adolescents. The Juvenile Justice and Delinquency and Prevention Act prohibited detaining status offenders. We explored the degree to which African American adolescent girls were being detained for status offenses and the connections to their behavioral health risks and re-confinement. Methods: 188 African American girls (aged 13–17), recruited from detention facilities, were surveyed at baseline and 3-month follow-ups. Logistic regression models estimated the likelihood of longitudinal re-confinement, controlling for sexual and behavioral health risk factors. Results: One third of the overall sample was detained for a status offense. Status offenders were exposed to higher peer risk profiles. At follow-up, nearly 39% of status offenders reported re-confinement. Compared to youth with other offenses, those who violated a court order (type of status offense) were 3 times more likely to be re-confined. Controlling for sexual and behavioral health risk factors, the odds of re-confinement was not statistically significant. Conclusion: Overall findings suggest that courts and detention facilities must devote specialized resources to addressing the socio-behavioral needs of African American girls with status offenses so as not to use detention as an intervention. | AC | ||
| "He'd Waited Decades to Argue His Innocence" | Sexton | Joe | Pro Publica. 2020, p1-31 | 01/10/2020 | New York | unknown | Black girl | Sexton, Joe. “He’d Waited Decades to Argue His Innocence.” Pro Publica, Oct. 2020, pp. 1–31. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pwh&AN=147272412&site=eds-live&scope=site. | Nelson Cruz's family was so sure Judge ShawnDya Simpson would free him, they brought a change of clothes to his hearing. "I'm going home", Cruz remembered thinking when Simpson granted him a hearing Yet over the next two years, Cruz and his lawyers became baffled by Simpson's handling of his case. Bellinger, in his testimony, made some striking admissions: He said the police had told him Cruz had been identified as the killer, but he could not remember if they had done so before or after he had given his own statement; he testified that police had also told him that Cruz and his lawyer were on the way to the station house in the hours before Bellinger's identification of Cruz; and he testified that he'd only been able to identify the murder weapon as a 9 mm gun because the police had told him that's what it was. The judge barred the claim from the trial, since according to Chmil the confession had been made only after Cruz's lawyer had left the station house and after he'd been warned not to talk about the case with Cruz. "The record of the evidentiary hearing that Justice Simpson granted at defendant's request speaks for itself and refutes any suggestion that Justice Simpson was impaired by a cognitive disability that affected her competence to preside at those proceedings.". | AC | ||
| "Toward an Understanding of Intersectionality Methodology: A 30-Year Literature Synthesis of Black Women's Experiences in Higher Education" | Haynes; Joseph; Patton; Stewart; Allen | Chayla; Nicole M.; Lori D.; Saran; Evette L | Review of Educational Research; Dec2020, Vol. 90 Issue 6, p751-787 | 01/12/2020 | Undefined | unknown | Black women, higher education, intersectionality, methodology | Haynes, Chayla, et al. “Toward an Understanding of Intersectionality Methodology: A 30-Year Literature Synthesis of Black Women’s Experiences in Higher Education.” Review of Educational Research, vol. 90, no. 6, Dec. 2020, pp. 751–787. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edb&AN=146755815&site=eds-live&scope=site. | Kimberlé Crenshaw's scholarship on Black women has been the springboard for numerous education studies in which researchers use intersectionality as a theoretical framework; however, few have considered the possibilities of intersectionality as a methodological tool. In this literature synthesis, the authors (a) examined studies about Black women in higher education that had been published in the past 30 years to understand how those scholars applied intersectionality across Crenshaw's three dimensions (i.e., structural, political, and representational) and (b) advanced a set of four strategies, arguably providing a guide for engaging "intersectionality methodology," what the authors coin as "IM." Implications for higher education research and social science research broadly are also presented. | AC | ||
| "Gender Differences in the Relationship Between Self-Silencing, Trauma, and Mental Health Among Juvenile Legal System-Involved Youth" | Granski; Javdani; Sichel; Rentko | Megan; Shabnam; Corianna E.; Morgan | Feminist Criminology; Dec2020, Vol. 15 Issue 5, p545-566 | 01/12/2020 | Undefined | 12 to 18 | Adolescence/youth, juvenile justice, self-silencing, trauma, mental health | Granski, Megan, et al. “Gender Differences in the Relationship Between Self-Silencing, Trauma, and Mental Health Among Juvenile Legal System-Involved Youth.” Feminist Criminology, vol. 15, no. 5, Dec. 2020, pp. 545–566. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edb&AN=146527977&site=eds-live&scope=site. | The current study investigates the impact of trauma exposure on adolescent girls’ and boys’ self-silencing and the impact of self-silencing on and internalizing and externalizing mental health symptoms. Results are informed by data from 206 legal system-involved youth ages 12 to 18 in short-term detention facilities. Hierarchical regression analyses with gender modeled as a moderator revealed that girls with greater trauma exposure were less likely to self-silence, and girls with lower levels of self-silencing were at increased risk for depressive and anxious symptoms. This study has implications for trauma-informed approaches in juvenile legal settings, which may inadvertently reward emotional restriction. | AC | ||
| "Research Insights: Black Girls’ Experiences in Independent Schools" | Jacobs; Weber | Charlotte E.; Ramona | Independent School Magazine, Summer 2020 | 01/01/2020 | Undefined | unknown | Black girls, Black girlhood, colored girls, girls of color | Jacobs, Charlotte E., and Ramona Weber. “Research Insights: Black Girls’ Experiences in Independent Schools.” Independent School Magazine, Summer 2020, www.nais.org/magazine/independent-school/summer-2020/research-insights-black-girls-experiences-in-independent-schools. | NA | AC | ||
| "How Racial/Ethnic Diversity in Urban Schools Shapes Intergroup Relations and Well-Being: Unpacking Intersectionality and Multiple Identities Perspectives" | Ghavami; Kogachi; Graham | Negin; Kara; Sandra | Frontiers in Psychology; 11/24/2020, Vol. 11 | 01/11/2020 | Undefined | 10 to 15 | intersectionality, life outcomes, multiple, identities, race/ethnic diversity, sexual orientation | Ghavami, Negin, et al. “How Racial/Ethnic Diversity in Urban Schools Shapes Intergroup Relations and Well-Being: Unpacking Intersectionality and Multiple Identities Perspectives.” Frontiers in Psychology, vol. 11, Nov. 2020, p. N.PAG. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edb&AN=147201021&site=eds-live&scope=site. | Today's urban schools provide a unique intergroup context in which the students vary not only by race/ethnicity but also by the relative representation of their racial/ethnic groups. In two studies, we examined how this diversity aligns with intersectionality and multiple identities perspectives to affect the power and status associated with each group to shape intergroup dynamics. Study 1 focused on the perception of intergroup bias to investigate how perceived presence of same-race/ethnicity peers affects middle school students' intersectional intergroup attitudes based on race/ethnicity, gender, and sexual orientation. Middle school students (N = 1,107; Mage = 12.10; SD = 0.99) were randomly assigned to view Facebook-like profiles of peers that varied by gender (boy, girl), race/ethnicity (African American, Latinx), and sexual orientation (straight, lesbian, gay) and offered their first impressions as a way to assess various domains of intergroup attitudes. The perceived presence of same-race/ethnicity peers influenced intersectional intergroup attitudes, however, differentially so depending on stereotypes, prejudice, and behavioral tendencies. Study 2 focused on the experience of intergroup bias and simultaneously examined race, gender, and weight discrimination and its consequences among middle school students (N = 4,172; Mage = 13.5; SD = 0.87). Using latent profile analysis, five profiles of youth based on the pattern of perceived discrimination due to gender, race/ethnicity, and weight were identified. Being African American, Latinx, and male with a high body mass index (BMI) and few same-race/ethnicity peers at school predicted membership in a race profile, whereas being White or Asian with high BMI and more same-race/ethnicity peers predicted membership in a weight profile. Perceiving oneself as gender atypical was associated with all discrimination profiles. | AC | ||
| "“We always tell them, but they don’t do anything about it!” Middle School Black girls Experiences with Sexual Harassment at an Urban Middle School" | Harris; Kruger | Johari; Ann C. | Urban Education, Sept. 2020 | 01/09/2020 | Southeast region | 11 to 13 | adolescent, subjects, youth development, urban education, race, identity, middle school, programs, sexual harassment, Black girls | Harris, Johari, and Ann C. Kruger. “‘We Always Tell Them, but They Don’t Do Anything about It!’ Middle School Black Girls Experiences with Sexual Harassment at an Urban Middle School.” Urban Education, Sept. 2020, doi:10.1177/0042085920959131. | Black women and girls are frequently left out of narratives on sexual harassment/sexual violence due to pervasive racism and sexism. Schools contribute to this silence by continuing to overlook the exceptional needs and experiences of Black girls. Therefore, this qualitative study used an intersectional lens to examine Black girls’ experiences with sexual harassment in an urban middle school. Results indicated participants experienced both physical and verbal sexual harassment and felt their concerns were largely ignored or/or minimized by teachers school administrators. Recommendations for creating safe spaces for Black girls in urban middle schools are provided. | AC | ||
| "Piecing Me Together" | Wajapeyee | Shreya | Cricket. Nov/Dec2020, Vol. 48 Issue 3, p35-35. | 01/11/2020 | Portland, Oregon | unknown | African American girl | Wajapeyee, Shreya. “Piecing Me Together.” Cricket, vol. 48, no. 3, Nov. 2020, p. 35. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=prh&AN=146455777&site=eds-live&scope=site. | NA | AC | ||
| "Surviving Black Girl Magic, the Work, and the Dissertation" | Grant | Christina | Perspectives on Urban Education; Fall2020, Vol. 18 Issue 1, p1-4 | 01/09/2020 | Undefined | unknown | Black girl | Grant, Christina. “Surviving Black Girl Magic, the Work, and the Dissertation.” Perspectives on Urban Education, vol. 18, no. 1, Fall 2020, pp. 1–4. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=eue&AN=148196629&site=eds-live&scope=site. | NA | AC | ||
| "Marked lateral ST-segment elevation with inferior ST-segment depression in an asymptomatic 12 year-old girl: A normal variant?" | Kohli; Gruenstein; Nguyen; Nayak | Utkarsh; Daniel H.; Hoang H.; Hemal M. | Journal of Electrocardiology July-August 2020 61:23-26 | 01/07/2020 | Undefined | 12 | Benign, ST-segment elevation, ST-segment depression, P.L1308R MYH6 variant of uncertain significance, Asymptomatic | Kohli, Utkarsh, et al. “Marked Lateral ST-Segment Elevation with Inferior ST-Segment Depression in an Asymptomatic 12 Year-Old Girl: A Normal Variant?” Journal of Electrocardiology, vol. 61, July 2020, pp. 23–26. EBSCOhost, doi:10.1016/j.jelectrocard.2020.05.011. | Significant ST-segment changes raise concern for myocardial ischemia, cardiomyopathy or myocardial inflammation and therefore, warrant an extensive and often invasive cardiovascular evaluation. We report a 12 year-old asymptomatic African-American girl with marked ST-segment elevation in leads I and aVL and ST-segment depression in inferior leads II, III and aVF. Extensive cardiovascular evaluation did not reveal any abnormality suggesting that these findings, which have previously not been reported, are likely benign, at least in this young girl. | AC | ||
| "Black, a woman, and a cop: A trifecta of American complexity" | Whitfield | Chandra Thomas | Christian Science Monitor. 10/27/2020 | 01/10/2020 | Virginia | unknown | Black girl, African American girl | Chandra Thomas Whitfield Correspondent. “Black, a Woman, and a Cop: A Trifecta of American Complexity.” Christian Science Monitor, 27 Oct. 2020, p. N.PAG. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pwh&AN=146638178&site=eds-live&scope=site. | NA | AC | ||
| "Do African American Male and Female Adolescents Differ in Technological Engagement?: The Effects of Parental Encouragement and Adolescent Technological Confidence" | Tao; Scott; McCarthy | Chun; Kimberly A.; Kathryn | Sex Roles; Nov2020, Vol. 83 Issue 9/10, p536-551 | 01/11/2020 | Undefined | 11 to 17 | Adolescent behavior, African American, Gender, Parenting | Tao, Chun, et al. “Do African American Male and Female Adolescents Differ in Technological Engagement?: The Effects of Parental Encouragement and Adolescent Technological Confidence.” Sex Roles, vol. 83, no. 9/10, Nov. 2020, pp. 536–551. EBSCOhost, doi:10.1007/s11199-020-01134-0. | African Americans, especially African American women, remain one of the most underrepresented groups in technology-based degrees and careers. However, little is known about whether gender differences permeate African American adolescents' engagement in technology in earlier development, such as in middle and high school (ages 12–18). Drawing on an ecological and intersectional framework, we examined if African American male and female adolescents differed in technological engagement and what contextual factors affected their engagement. We hypothesized that parental encouragement would be associated with greater technological confidence in adolescents, which would be linked to more experiences with and interests in technology. Further, we investigated if these associations would vary by adolescents' and parents' gender. Survey data from 1041 African American parent-adolescent dyads highlighted that adolescents had less experience and interest with technical activities than with creative activities, especially among female adolescents. More parents encouraged adolescent sons but limited daughters to use technology, yet female adolescents reported greater technological confidence. Moderated mediation analyses revealed that adolescents' technological confidence mediated the positive association between parental encouragement and adolescents' technological engagement across all parent-adolescent dyads, but with some nuances. Our findings suggest that prospective gender studies and educational programs should consider the influences of parenting and gender on promoting African American adolescents' technological involvement and confidence. | AC | ||
| "Plurality, Narratives, and Politics: What Hannah Arendt Can Offer Critical Literacy Theory" | Collin; Muth | Ross; William | International Journal of Critical Pedagogy; 2020, Vol. 11 Issue 1, p155-173 | 01/01/2020 | Undefined | unknown | Critical literacy; Arendt; plurality; narrative; politics | Collin, Ross, and William Muth. “Plurality, Narratives, and Politics: What Hannah Arendt Can Offer Critical Literacy Theory.” International Journal of Critical Pedagogy, vol. 11, no. 1, Jan. 2020, pp. 155–173. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=eue&AN=143489334&site=eds-live&scope=site. | In recent years, scholars, journalists, and citizens have turned to Hannah Arendt's writings to make sense of human plurality and resist right-wing nationalist movements around the globe. This article discusses feminist readings of Arendt's ideas of plurality, narratives, and politics and describes how these ideas can help critical literacy theory focus on both social groups and unique persons. For Arendt, the human world is a world of plurality because it includes not only diverse social groups, but also human selves living unique versions of group lives. This latter kind of plurality is difficult to see in some approaches to critical literacy. Arendt argues the plurality of unique persons becomes visible when people tell life narratives in particular ways. Given this view of plurality and narratives, the political question of who counts as members of a public is, in part, a question of whose stories are told. Arendt insists this question is not only a matter of a person telling her own story; it is also a matter of a person hearing her story told by others. These arguments can add new dimensions to critical literacy's view of diversity and the politics of reading, writing, speaking, thinking, and listening. | AC | ||
| "An examination of Black women's experiences in undergraduate engineering on a primarily white campus: Considering institutional strategies for change" | Blosser | Emily | Journal of Engineering Education; Jan2020, Vol. 109 Issue 1, p52-71 | 01/01/2020 | Southern United States | 18 to 24 | Black women, critical race theory, gender, intersectionality, race, student diversity | Blosser, Emily. “An Examination of Black Women’s Experiences in Undergraduate Engineering on a Primarily White Campus: Considering Institutional Strategies for Change.” Journal of Engineering Education, vol. 109, no. 1, Jan. 2020, pp. 52–71. EBSCOhost, doi:10.1002/jee.20304. | Background: Black women are underrepresented in engineering and face barriers as a result of their race and gender. While existing research often focuses on strategies Black women can adopt to become successful engineers, this study asks how engineering institutions might change to better accommodate Black women. Purpose The specific purpose of this study is to explore the following questions: (a) How does the educational environment in engineering marginalize Black women in ways that are beyond their control? (b) How can institutions transform their policies and practices to improve Black women's experiences and participation in engineering? Design/Method: I conducted interviews with 12 Black women studying engineering at one university. Informed by critical race theory and sociological theories of race, a constructivist grounded theoretical approach was used to identify and refine common themes across interviews. Results: The findings explore the ways Black women describe their marginalization. Common themes include an acute sense of isolation, grappling with hypervisibility, difficulties forming study groups, and regular exposure to microaggressions. Conclusions: By drawing attention directly to Black women's stories and experiences, this study offers ways to begin thinking about how institutions can adopt policies to recruit and retain more Black women in engineering. Strategies discussed include promoting new messages of inclusivity in engineering, supporting and creating "counterspaces," and encouraging engineering educators to create student study groups and recognize microaggressions. | AC | ||
| "The Decision-Making Process: An Exploratory Study of a NHANES Dataset Among 6- to 8-Year-Old Black Girls" | Wesley | Yvonne | ABNF Journal (ABNF J), Fall2020; 31(4): 113-119 | 01/09/2020 | Undefined | 6 to 8 | Decision-Making Process, Adapted Model of Decision-Making, Environment, Information, Values, Preferences | Wesley, Yvonne. “The Decision-Making Process: An Exploratory Study of a NHANES Dataset Among 6- to 8-Year-Old Black Girls.” ABNF Journal, vol. 31, no. 4, Fall 2020, pp. 113–119. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=148603807&site=eds-live&scope=site. | Background : Qualitative evidence has suggested that the Adapted Model of Decision-Making is comprised of information, cultural values, and personal preferences within an environment. Purpose : This study determined if there were quantitative relationships among the elements of the decision-making process Of the Adapted Model of Decision-Making : environment, information, values, and preferences . Methods : This exploratory secondary analysis of a National Health and Nutrition Examination Survey (NHANES) dataset was used on a sample of 75 six to eight-year-old Black girls. Findings: Statistically significant (p values <=.05) bivariate correlation coefficients were found among the four elements . Conclusion: Preliminary quantitative evidence was identified that supports an interconnection among the four elements of the decision-making process. Environment appears to play a role in the sources of information, values, and individual food preferences among young Black girls. | AC | ||
| "The Fugitive Cure" | Julian | Lucas | New Yorker. 2/17/2020, Vol. 96 Issue 1, p40-47 | 01/02/2020 | Undefined | unknown | Black girl | Lucas, Julian. “The Fugitive Cure.” New Yorker, vol. 96, no. 1, Feb. 2020, pp. 40–47. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pwh&AN=141572431&site=eds-live&scope=site. | The article explores the lessons learned from the period of slavery in the U.S. It reflects on the re-enactment of escapes on the Underground Railroad at schools, camps, churches, museums and juvenile-correction centers across the country. The legacy of African American abolitionist Harriet Tubman is discussed, as well as the relationship between slavery and the rise of democracy. | AC | ||
| "Prosecutors Say They Support Releasing Girl Who Was Detained for Not Doing Her Schoolwork" | Cohen | Jodi S. | Pro Publica. Jul2020, p1-6. 6p | 01/07/2020 | Oakland | 15 | Black girls | Cohen, Jodi S. “Prosecutors Say They Support Releasing Girl Who Was Detained for Not Doing Her Schoolwork.” Pro Publica, July 2020, pp. 1–6. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pwh&AN=145416566&site=eds-live&scope=site. | NA | AC | ||
| "Subgaleal hematoma after takedown of braided hair" | Yan; Tothy | Diana Hou; Alison S. | Contemporary Pediatrics; MJH Life Sciences (Cranbury, New Jersey) Nov2020; v.37 n.11, 14-16 | 01/11/2020 | Undefined | 2 | African American girl | Yan, Diana Hou, and Alison S. Tothy. “Subgaleal Hematoma after Takedown of Braided Hair.” Contemporary Pediatrics, vol. 37, no. 11, Nov. 2020, pp. 14–16. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=147099582&site=eds-live&scope=site. | The article presents a case of a 2-year-old African American girl with braids who was presented in a hospital due to a 2-day-old head swelling and right-sided face. She also experienced cold symptoms, headaches and vomiting. Her differential diagnosis include skull fracture, orbital cellulitis, and preseptal cellulitis. She was eventually diagnosed with subgaleal hematoma (SGH) caused by her hair braids. | AC | ||
| "Black Girl Campaign Magic" | Owens | Donna M. | Essence. Mar/Apr2020, Vol. 50 Issue 9, p72-75 | 01/03/2020 | Undefined | unknown | Black girl, Colored girls | Owens, Donna M. “Black Girl Campaign Magic.” Essence, vol. 50, no. 9, Mar. 2020, pp. 72–75. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=ulh&AN=141873486&site=eds-live&scope=site. | We have been tapped for some of the most critical roles, from campaign manager to campaign chairs to political directors to senior advisers and more. "Roughly 40 percent of our campaign staff are people of color and 50 percent are women", she says of Buttigieg's camp. Elsewhere on the trail, René Spellman, deputy campaign manager for Senator Sanders, believes he's the man to change America going forward. An alumna of Bernie 2016, Spellman served as the campaign's national director of traveling press and media logistics during the primary season before becoming national director of surrogates during the convention. | AC | ||
| "Punitive Exclusion and Therapeutic Support: Race, Gender, Class, and Multidimensional Control of High School Girls" | Irwin | Katherine | Sociological Perspectives; Oct2020, Vol. 63 Issue 5, p833-850 | 01/10/2020 | Oahu, Hawai‘i | unknown | Asia and Asian America, race, gender, and class, crime, law, and deviance, children and youth | Irwin, Katherine. “Punitive Exclusion and Therapeutic Support: Race, Gender, Class, and Multidimensional Control of High School Girls.” Sociological Perspectives, vol. 63, no. 5, Oct. 2020, pp. 833–850. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edb&AN=145495025&site=eds-live&scope=site. | The 1980s brought a sharp upturn in punitive practices in U.S. schools. One negative result of harsh school discipline has been that poor students of color have been punished at disproportionate rates, with the racial disparity in sanctions being dramatic among girls. Some have argued that support services can undermine multiple inequalities in punitive exclusion, although very little research has examined how inequalities function in schools that offer support services as well as punishment. During a 13-year ethnography of girls' experiences and school staff's responses to students in one high school in Oahu, Hawai'i, I found that school staff and girls had different definitions of safety. Elaborating on critical race, intersectional, and black feminist theories, I examine the disconnect between girls' and staff's understandings of school safety and offer a nuanced understanding of multiple exclusions in schools. | AC | ||
| "Centering Children in Mathematics Education Classroom Research" | Parks | Amy Noelle | American Educational Research Journal; Aug2020, Vol. 57 Issue 4, p1443-1484 | 01/08/2020 | Rural area | unknown | early childhood education, elementary school education, research methods, student experiences | Parks, Amy Noelle. “Centering Children in Mathematics Education Classroom Research.” American Educational Research Journal, vol. 57, no. 4, Aug. 2020, pp. 1443–1484. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edb&AN=144577833&site=eds-live&scope=site. | Drawing on a 3-year interpretive study that followed a cohort of children from prekindergarten to Grade 1, this article presents results of a multiple case study, which demonstrated that although two children had the same teachers, classmates, and curricula over 3 years, their experiences in the three successive mathematics classrooms were quite different from each other (although consistent for each child). The two focal children did not have equitable access to their teachers' pedagogical moves, and this lack of access was easy to overlook in transcripts of whole-class discussions. The study suggests that more research needs to represent mathematics lessons from the perspectives of children and youth, particularly those students who engage with teachers infrequently or in atypical ways. | AC | ||
| "Harlem's ‘motherwork’ post-Brown: implications for urban school leaders" | Watson | Terri N. | Journal of Educational Administration & History; Aug2020, Vol. 52 Issue 3, p244-255 | 01/08/2020 | Undefined | unknown | Urban school leadership, school improvement, Black women, motherwork | Watson, Terri N. “Harlem’s ‘Motherwork’ Post-Brown: Implications for Urban School Leaders.” Journal of Educational Administration & History, vol. 52, no. 3, Aug. 2020, pp. 244–255. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edb&AN=145200460&site=eds-live&scope=site. | The recent calls to desegregate New York City's public schools reify the fact that equity, social justice, and access to meaningful schooling continue to be a significant problem for Black and Hispanic children and their families, especially those who reside in urban communities. In this historiography I utilise a Black feminist perspective to explore how Harlem's mothers desegregated NYC's public schools after the landmark school desegregation ruling. The mothers' advocacy and efforts embodied the concept of motherwork, an attribute that is often unrecognised by school leaders. Implications are offered to urge urban school leaders to reimagine best practices and the function of parent involvement and community engagement in their respective school-communities. | AC | ||
| "Why an L.A.-area school district banned, then quietly reinstated Toni Morrison's 'The Bluest Eye'" | Zornosa | Laura | Los Angeles Times (CA). 10/01/2020. | 01/10/2020 | Los Angeles | unknown | African American girl, Black girl | Zornosa, Laura. “Why an L.A.-Area School District Banned, Then Quietly Reinstated Toni Morrison’s ‘The Bluest Eye.’” Los Angeles Times (CA), 1 Oct. 2020. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pwh&AN=2W61598859966&site=eds-live&scope=site. | NA | AC | ||
| "Hughest at Columbia" | Hunter-Gault | Charlayne | New Yorker. 7/27/2020, Vol. 96 Issue 21, p12-13. | 01/07/2020 | Undefined | unknown | Black girl | Hunter-Gault, Charlayne. “Hughes at Columbia.” New Yorker, vol. 96, no. 21, July 2020, pp. 12–13. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pwh&AN=144644663&site=eds-live&scope=site. | A reprint of the article from the December 30, 1967, issue is presented. It describes the memorial program for the African American poet Langston Hughes, the presenters actor Leon Bibb, author Jonathan Kozol, history professor James P. Shenton, and actress Vivica Lindfors, and the poetry and readings given at the program. | AC | ||
| ""Don't Get Weary": Using a Womanist Rhetorical Imaginary to Curate the Beloved Community in Times of Rhetorical Emergency" | Dickerson | Dianna Watkins | Journal of Communication & Religion; Autumn2020, Vol. 43 Issue 3, p62-74 | 01/09/2020 | Undefined | unknown | Womanist rhetoric, Afrofuturism, digital hush harbor, Pink Robe Chronicles | Dickerson, Dianna Watkins. “‘Don’t Get Weary’: Using a Womanist Rhetorical Imaginary to Curate the Beloved Community in Times of Rhetorical Emergency.” Journal of Communication & Religion, vol. 43, no. 3, Sept. 2020, pp. 62–74. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=hus&AN=147726337&site=eds-live&scope=site. | Viewing Black pain for pleasure and entertainment has not only been held in high regard from the inception of this country but has also recently been infused into communal consumption of Black death on social media. This malevolently charged discursive reality makes the creation of safe embodied religious space a persistent challenge for Black women and men of faith. However, technology also serves as an aid to push forth subversive and supportive digital communities and congregations. Here, the Beloved Community is transformed, and collective liberation again becomes a theological imperative. In this article, I analyze the Pink Robe Chronicles as a digital hush harbor. Considering this space as a womanist rhetorical imaginary that redefines kinship and renegotiates discursive boundaries, I explore how its curator hallowedly holds the precarity of Black pain and juxtaposes it with the power and promise of a deliberately Afrocentric ethic to speak wholeness to those connected by its teleological imperative. | AC | ||
| ""And the Jet Would Be Invaluable": Blackness, Bondage, and The Beloved" | Rarey | Matthew Francis | Art Bulletin; Sep2020, Vol. 102 Issue 3, p28-53 | 01/09/2020 | Undefined | unknown | Black girls, colored girls | Rarey, Matthew Francis. “‘And the Jet Would Be Invaluable’: Blackness, Bondage, and The Beloved.” Art Bulletin, vol. 102, no. 3, Sept. 2020, pp. 28–53. EBSCOhost, doi:10.1080/00043079.2020.1711486. | In March 1865, Dante Gabriel Rossetti encountered a black child in London. One year later, a portrait of this child appeared as an attendant figure in his painting The Beloved (1865–66). The context of the artist's engagements with black subjects and Victorian-era discourses of abolition, race, minstrelsy, sexuality, and labor illuminates his search for this child, as well as the treatment of his portrait. Rossetti strategically attempted a figuration of blackness independent of political implication and, by proxy, as a way to escape the charged moral discourses about slavery and race he felt surrounded him. | AC | ||
| "Reducing Police Brutality in African American Communities: Potential Roles for Social Workers in Congregations" | Wilson; Wolfer | Betty L.; Terry A. | Social Work & Christianity. Fall2020, Vol. 47 Issue 3, p66-84 | 01/09/2020 | Undefined | unknown | African American males, congregational social work, excessive use of force, police brutality, police violence, racial trauma, racism, unarmed | Wilson, Betty L., and Terry A. Wolfer. “Reducing Police Brutality in African American Communities: Potential Roles for Social Workers in Congregations.” Social Work & Christianity, vol. 47, no. 3, Fall 2020, pp. 66–84. EBSCOhost, doi:10.34043/swc.v47i3.153. | In the last decade, there have been a shocking number of police killings of unarmed African Americans, and advancements in technology have made these incidents more visible to the general public. The increasing public awareness of police brutality or police violence in African American communities creates a critical and urgent need to understand and improve police-community relationships. Congregational social workers (and other social workers who are part of religious congregations) can play a potentially significant role in addressing the problem of police brutality. This manuscript explores and describes possible contributions by social workers, with differential consideration for those in predominantly Black or White congregations. | AC | ||
| "Culture War in the Workplace" | Grant | Melissa Giria | New Republic. Jan/Feb2020, Vol. 251 Issue 1/2, p20-29 | 01/01/2020 | Undefined | unknown | Colored girl | Grant, Melissa Gira. “Culture War in the Workplace.” New Republic, vol. 251, no. 1/2, Jan. 2020, pp. 20–29. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pwh&AN=140326826&site=eds-live&scope=site. | During that same marriage-equality spring of 2015, in Michigan, Aimee Stephens, a funeral director, was in the midst of her own fight, taking on her former employer, Thomas Rost, and his family business, R.G. But the court also found that Rost was allowed to fire Stephens under the Religious Freedom Restoration Act - a defense ADF had used in the 2018 Masterpiece Cakeshop case (which litigated the refusal by an evangelical-run bakery to prepare a wedding cake for a gay couple). "These are the single most important set of explicitly LGBT cases to ever reach the Supreme Court", Chase Strangio, a staff attorney at the ACLU, and part of the team representing Aimee Stephens, told me before October's oral arguments. Later that decade, corresponding with another co-founder of the National Organization for Women (Murray pitched it to Betty Friedan as an NAACP for women), Murray wrote of her "inability to be fragmented into Negro at one time, woman at another, or worker at another". | AC | ||
| "Whitewashing the Great Depression" | Boxer | Sarah | Atlantic. Dec2020, Vol. 326 Issue 5, p102-105 | 01/12/2020 | Undefined | unknown | Black girl | Boxer, Sarah. “Whitewashing the Great Depression.” Atlantic, vol. 326, no. 5, Dec. 2020, pp. 102–105. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pwh&AN=147034928&site=eds-live&scope=site. | NA | AC | ||
| "Twerk sumn!: theorizing Black girl epistemology in the body" | Halliday | Aria S. | Cultural Studies. Nov2020, Vol. 34 Issue 6, p874-891 | 01/11/2020 | Undefined | unknown | Appropriation, dance, hip-hop, performance, pleasure, sexuality | Halliday, Aria S. “Twerk Sumn!: Theorizing Black Girl Epistemology in the Body.” Cultural Studies, vol. 34, no. 6, Nov. 2020, pp. 874–891. EBSCOhost, doi:10.1080/09502386.2020.1714688. | In conversations about appropriation and appreciation, twerking is illustrated as a medium that non-Black people are celebrated for (with awards and global tours), while Black people – especially Black girls – are not afforded just celebrations. Using the 'Dunham method' and the current critical discourses surrounding twerking, this essay explores the possibilities for self-expression and sexuality for Black girls. Using Beyoncé's music video for 'Sorry' and Louisiana rapper Tokyo Vanity's music video for 'That's My Best Friend' (2015), in this essay I consider the possibilities for visible sexual self-expression for Black girls in a digital world. I argue that Black girls' use of twerking videos to celebrate and challenge each other's self-expression provides an opportunity to enjoy their bodies and reclaim the possibilities of pleasure in blackness and girlhood/womanhood. I extend contemporary Black feminist scholarship on Black women's sexuality to consider Black girls as an epistemological imperative in the future of Black feminist scholarship. | AC | ||
| ""I Love Us for Real": Exploring Homeplace as a Site of Healing and Resistance for Black Girls in Schools" | Kelly | Lauren Leight | Equity & Excellence in Education. Nov2020, Vol. 53 Issue 4, p450-465 | 01/11/2020 | Undefined | 16 to 17 | Black girl, Black girlhood | Kelly, Lauren Leigh. “‘I Love Us for Real’: Exploring Homeplace as a Site of Healing and Resistance for Black Girls in Schools.” Equity & Excellence in Education, vol. 53, no. 4, Nov. 2020, pp. 450–465. EBSCOhost, doi:10.1080/10665684.2020.1791283. | Extant research on the education of Black girls primarily focuses on urban settings, distances study participants from the outcomes of the research, and positions Black girls as problems to be solved, rather than as critical and sociopolitical actors and agents of change. This qualitative case study enacts a humanizing research approach in exploring the experiences of a group of Black twelfth grade girls in a predominantly white high school in order to discover how they developed tools for navigating and resisting the oppression they experience through their racialized and gendered identities. Focusing on the participants’ co-construction of homeplaces for resistance and survival in school, this study reveals the need for teachers and school leaders to develop anti-racist, anti-oppressive school policies and practices. This study highlights how understanding the schooling experiences of Black girls is necessary for developing schools that foster healing, solidarity, and a critical consciousness necessary for social transformation. | AC | ||
| "Black Girl Magic and the 2020 Election" | Malveaux | Julianne | Washington Informer. 10/22/2020, Vol. 56 Issue 1, p26-45 | 01/10/2020 | Undefined | unknown | Black girl | Malveaux, Julianne. “Black Girl Magic and the 2020 Election.” Washington Informer, vol. 56, no. 1, 22 Oct. 2020, pp. 26–45. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pwh&AN=146553617&site=eds-live&scope=site. | NA | AC | ||
| "Female Founders Under Fire" | Aspan | Maria | Fortune. Dec2020/Jan2021, Vol. 182 Issue 4, p92-98. | 01/12/2020 | Undefined | unknown | Colored girls | Aspan, Maria. “Female Founders under Fire.” Fortune, vol. 182, no. 4, Dec. 2020, pp. 92–98. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=buh&AN=147208514&site=eds-live&scope=site. | The article focuses on the female founders of various startup companies and how they have been pushed out of their jobs. Women executives discussed include Audrey Gelman of women's club and coworking startup the Wing, Tyler Haney of activewear company Outdoor Voices, and Christene Barberich of women's digital publication Refinery29. | AC | ||
| "Black Girl Unlimited: The Remarkable Story of a Teenage Wizard" | Brown | Echo | Henry Holt and Co. (BYR) (January 14, 2020) | 01/01/2020 | Cleveland | unknown | Black girl, African American girl | Brown, Echo. Black Girl Unlimited: The Remarkable Story of a Teenage Wizard. Henry Holt and Co. (BYR), 2020. | Black Girl Unlimited follows Echo Brown in this heavily autobiographical story about a young wizard from the East Side, where apartments are small and many suffer from addiction. Infused with magical realism, this novel covers topics such as poverty, sexual violence, mental illness, racism, and sexism. | AC | ||
| "For the Time(d) Being: The Form Hate Takes in The Hate U Give" | Pierce | Lee M. | Women's Studies in Communication; Nov2020, Vol. 43 Issue 4, p414-428 | 01/11/2020 | Undefined | unknown | Ellipsis, kairos, prosopopoeia, rhetoric, The Hate U Give (film) | Pierce, Lee M. “For the Time(d) Being: The Form Hate Takes in The Hate U Give.” Women’s Studies in Communication, vol. 43, no. 4, Nov. 2020, pp. 414–428. EBSCOhost, doi:10.1080/07491409.2020.1828699. | The fight for Black lives is waged in seconds; that's the lesson of the young-adult-novel-turned-feature-film The Hate U Give, hailed for its empowering narrative of one Black girl speaking out for justice. Reading critical reception of the film and novel against the official film trailer, I argue that the trailer's tracking of hands displaces speech (prosopopoeia) with "the cut" (ellipsis) as the dominant trope of a Black political agency that depends on being able to read for, not speak about, the form hate takes. The trailer offers vigilance as an akairic (akaireomai) temporal pedagogy for Black audiences who can no longer see the mountaintop and White audiences who might momentarily experience a life lived in seconds. Unfortunately, the trailer's disrupted marriage plot renarrates the loss of Black lives as a matter of (one) Black (woman's) guilt; the tragedy we are meant to mourn is the loss of a love, not the taking of a life. | AC | ||
| "America Deserves a Black Future" | Williams; Harriot | Pharrell; Michael | TIME Magazine. 8/31/2020, Vol. 196 Issue 9/10, p74-91 | 01/08/2020 | Undefined | unknown | Black girl, Black girls | Williams, Pharrell, and Michael Harriot. “America Deserves a Black Future.” TIME Magazine, vol. 196, no. 9/10, Aug. 2020, pp. 74–91. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=ulh&AN=145226577&site=eds-live&scope=site. | The article focuses on the systemic racism and inequality are a result of a moment of reckoning. It mentions the desperate longing for economic justice that spurred unrest in the streets of Minneapolis after George Floyd's murder. It also mentions that every citizen has the same opportunity to succeed and flourish regardless of class, gender or skin color. | AC | ||
| "Writing the Rainbow: Facilitating Undergraduate Teacher Candidates’ LGBTQIA+ Allyship Through Multimodal Writing" | Dunkerly-Bean; Morris; Taylo | Judith; Julia; Valerie | Taboo: The Journal of Culture & Education; Summer2020, Vol. 19 Issue 4, p94-112 | 01/06/2020 | Undefined | unknown | African American girl | Dunkerly-Bean, Judith, et al. “Writing the Rainbow: Facilitating Undergraduate Teacher Candidates’ LGBTQIA+ Allyship Through Multimodal Writing.” Taboo: The Journal of Culture & Education, vol. 19, no. 4, Summer 2020, pp. 94–112. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=eue&AN=146562813&site=eds-live&scope=site. | This yearlong qualitative descriptive case study conducted by an interdisciplinary team of education faculty with pre-service elementary teacher candidates sought to disrupt heteronormativity and to increase candidates’ awareness and preparedness for inclusivity with future LGBTQIA+ elementary students. Central to our findings was that in researching and authoring multimodal texts addressing topics and concerns faced by the LGBTQIA+ community for their future classrooms, there was a shift in the perceptions and preparedness of the candidates toward working with children identifying as LGBTQIA+. However, we also encountered resistance and/or apathy that led us to develop an analytical framework for disrupting teacher candidate cisgender heteronormativity and facilitating their progression toward allyship. | AC | ||
| "A Curriculum Model for K-12 Writing Teacher Education" | Sanders; Ikpeze; Tracy; Smetana; Myers; Scales; Yoder; Grisham | Jennifer; Chinwe; Kelly N.; Linda; Joy; Roya Q.; Karen K.; Dana L. | Research in the Teaching of English; May2020, Vol. 54 Issue 4, p392-417 | 01/05/2020 | Undefined | unknown | African American girls | Sanders, Jennifer, et al. “A Curriculum Model for K-12 Writing Teacher Education.” Research in the Teaching of English, vol. 54, no. 4, May 2020, pp. 392–417. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=eue&AN=144319986&site=eds-live&scope=site. | Writing pedagogy is too often missing from US K-12 teacher preparation programs, with one study finding that only one-fourth of programs surveyed had a writing methods course. In the study presented in this article, researchers developed a theoretical understanding of K-12 writing teacher education by examining the instructional models and practices of 15 exemplary teacher educators. Participants were diverse, US teacher educators in university-based teacher preparation programs, identified through purposive, snowball sampling and a screening survey. Data were drawn from semi-structured, individual and focus-group interviews, analyzed using constructivist grounded theory methods. Our findings include five thematic assertions, presented with descriptions of the related patterns of practice: Exemplary writing methods teacher educators design their curricula with experiential, constructivist, and critical approaches as the foundation of all learning engagements, and they implement a writing process approach with their teacher candidates. They teach writing as a tool of empowerment, convey complex conceptions of writing assessment that are grounded in analysis of student work, and are intentional and deliberate about building and maintaining connections to K-12 classrooms for themselves and their candidates. This study provides writing teacher educators with a data-driven model for developing a writing-intensive methods course curriculum. | AC | ||
| "Sexual Decision-Making and African American Adolescent Females" | Norris-Brown; Getch; Upton | Candice; Yvette Q.; Amy W. | Sexuality & Culture; Jun2020, Vol. 24 Issue 3, p692-711 | 01/06/2020 | Undefined | 14 to 18 | African American female adolescents; Media influence; Mother–daughter relationship; Peer relationships; School counselor; Sexual decision-making | Norris-Brown, Candice, et al. “Sexual Decision-Making and African American Adolescent Females.” Sexuality & Culture, vol. 24, no. 3, June 2020, pp. 692–711. EBSCOhost, doi:10.1007/s12119-019-09656-w. | The aim of this research was to explore the factors that influence the sexual decision-making process of African American female adolescents. The phenomenological research design was grounded in black feminist theory to capture the lived experiences of the phenomenon. Data was collected during semi-structured interviews with twelve participants. Bracketing of researcher assumptions was used to demonstrate dependability, credibility, and coherence of the data reduction and analysis. Open coding allowed the researcher to generate a list of broad domains to create a codebook. The researcher used a recursive method of data collection and analysis; the codebook guided independent coding of each transcribed interview. Themes that described the factors that impact the sexual decision-making process of African American adolescent females emerged and included: (a) peer relationships; (b) media influence; and (c) the mother–daughter relationship. Practice and research implications for school counselors and researchers regarding the factors that influence the decision-making of adolescent girls of color are discussed. | AC | ||
| "State makes unconscionable demand" | Clarck | Cary | San Antonio Express-News (TX). 08/01/2020. | 01/08/2020 | Ner Orleans | unknown | African American girls | Clack, Cary. “State Makes Unconscionable Demand.” San Antonio Express-News (TX), 1 Aug. 2020. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pwh&AN=2W61940872915&site=eds-live&scope=site. | NA | AC | ||
| "For us: towards an intersectional leadership conceptualization by Black women for Black girls" | Nash; Peters | Angel Miles; April L. | Journal of Educational Administration & History. Aug2020, Vol. 52 Issue 3, p270-282 | 01/08/2020 | Undefined | unknown | Black girls, Black women leaders, intersectional leadership, intersectionality | Miles Nash, Angel, and April L. Peters. “For Us: Towards an Intersectional Leadership Conceptualization by Black Women for Black Girls.” Journal of Educational Administration & History, vol. 52, no. 3, Aug. 2020, pp. 270–282. EBSCOhost, doi:10.1080/00220620.2020.1785403. | This article is based on a STEM education case study that illumines the work that three Black women school leaders do specifically on behalf of Black girls, and in examining their asset-based approaches, conceptualises their work by articulating an intersectional leadership framework. By historicising and explicating the rich legacy of Black women school leaders, and specifically including the theoretical dispositions in which their pedagogy is rooted, we shine a light on the lacuna that exists in educational leadership that specifically articulates their praxes when working on behalf of students with whom they identify – that is, Black girls. Black women have modelled what Black girls need because they empathise with their intersectional identities in unique ways. Based on their effective practices, we offer the following definition of intersectional leadership: the operationalisation of visionary strategies that privilege the experiences of followers who live the realities of more than one historically oppressive identifier. | AC |