Dissertations / Theses: 'African American Female Pastors'

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Obazee, Arlene. "Congregational Health Promotion by African American Female Pastors in the Christian Faith." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5920.

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Health disparities have mostly affected African Americans who are poor, uninsured, under insured and unemployed. This population of African Americans seek spiritual solace and social counseling from their pastors, and church-based health promotion (CBHP) offers the opportunity to reach millions of the U. S. Black population. The lack of studies on female African American pastors implementing congregational health promotion activities influenced this study. This qualitative study helped in understanding the experiences, perspectives, and influences of 13 female African American Christian pastors on health-related issues within their congregation. Feminist theory and CBHP model guided this qualitative case study. Open-ended interview questions, field notes, and audio recordings were used to collect data. Data analysis was done using constant comparison method. Open coding and categorizing were done to develop the final themes and subthemes for the study. This research study has the potential for other researchers to replicate this study elsewhere in the United States. Potential positive social change may lead to increase in young female pastors in the churches. Possible social change benefits also include the increase of African American female pastors implementing CBHP activities in their own churches, change in congregation's health behaviors and habits, and improved health status.

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Bunch, Clarence. "Servant Leadership and African American Pastors." Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1363005384.

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Watson, Brenda Ivy. "African American Pastors' Perspectives on Health Promotion Ministries." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3846.

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The centrality of the church in African American communities makes it a culturally compelling sponsor for health promotion activities targeting health disparities among the medically underserved. Pastoral support is critical in determining whether a church initiates or supports a health promotion agenda, but there is little understanding of the variables that influence this decision. The aim of the qualitative study was to investigate the perceptions of African American pastors regarding the decision to incorporate health promotion programs in their churches. This study was guided by the health belief model using a phenomenological approach. Data were collected using both semi-structured and open-ended interviews. Ten pastors of North Carolina African American churches, with and without health promotion ministries, were recruited for the study. Eight pastors agreed to participate in the study. They were interviewed, and interviews were recorded and transcribed. The data were open coded and analyzed. NVivo 11 was used to manage the data. Five themes emerged from the study: the importance of health promotion, pastor support of a health promotion program, pastor influence on individuals in the congregation, the health status of church members, and barriers and facilitators. Positive social change may be realized by using this information to increase the effectiveness of culturally sensitive health information and developing health education programs that specifically target the African American faith community. Information from this research could help guide public health agencies on how to approach health programming in this specific area and for this population.

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Vassol, Elverta L. "African American pastors' perceptions of their congregants' mental health needs." Diss., Manhattan, Kan. : Kansas State University, 2005. http://hdl.handle.net/2097/114.

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Rountree, Wendy Alexia. "THE CONTEMPORARY AFRICAN-AMERICAN FEMALE BILDUNGSROMAN." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin997212820.

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Weatherspoon-Robinson, Shanetta. "African American female leaders| Resilience and success." Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3587187.

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Women make up half of the workforce in America. Despite this, in traditional organizations, leadership roles are overwhelmingly held by men. Of the small number of African American women employed in the workforce, 30% hold professional or management positions and women in general are more educated, qualified and transformational than their male counterparts. Despite this, African American female leaders experience organizational barriers, social labeling, and biases driven by their intersectionality that hinders their career opportunities. Black feminist research suggests that social norms place women in subordinate roles in comparison to men in society. African American women face such social barriers at a higher level given additional societal hardships driven by racism. Literature on African American female leadership outlines the barriers, but there is a limited amount of literature that seeks to appreciate Black female leadership as it relates to their style characteristics, expertise, and experience within their organizations regarding their leadership styles and the resilience required to maintain success in their positions. In order to add to the body of research in this area, this study explored the leadership characteristics, barriers, success strategies and resilience of African American female leaders through the lenses of these women. This study assessed leadership and resilience in African American females who hold higher level positions of leadership in traditionally White, male dominated industries. The purpose of the research was to identify those factors that increase achievement, advancement and success in high ranking positions despite the documented adversities associated with African American women, who hold leadership positions. The goal was to provide a guide for women who aspire towards entering particular fields and holding similar leadership positions and to provide an outline of their success in order to offer a blueprint for organizational strategies to promote diversity and advancement for women.

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Doherty, Deborah Carol 1957. "Spousal abuse: An African-American female perspective." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/288923.

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Spousal abuse has been a phenomenon that has been explored widely by many disciplines, yet few studies have included adequate samples of African-American people. The purpose of this study was to explore spousal abuse from an African-American female perspective. This ethnographic study was guided by Brofenbrenner's ecological model and Neuman's system model. These models provided a view of the social, political and economic constraints that contribute to spousal abuse as well as a view of the interpersonal and intrapersonal interactions that occur because of the abuse. Narratives of six African-American abused females were transcribed and coded. Then, patterns and themes were abstracted to form domains which described the experience of abuse. The narratives revealed three major findings: (1) five stages of abuse and coping that described a process of abuse; (2) three cultural themes; (3) a holistic view of spousal abuse based on the Brofenbrenner's ecological model and Neuman's system model. The five stages identified in the process of abuse were: stage 1--transference of rules, where the victim learned rules of behavior for intimate relationships from the family of origin; stage 2--beginning abusive period--occurring after the couple start to live together and violence begins; stage 3--rage and reality--when all attempts to stop the abuse have failed and anger is predominant; stage 4--transistion--the victim leaves the relationship and stage 5--stabilization and integration--when the victim stabilizes her life and begins to integrate the abusive experience. Three cultural themes were abstracted from the narratives. Patterns of Independence--the cultural message of the importance of being independent and not relying on anyone was consistent. The Family as a Resource was also a underlying theme among the victims. Although the abuse was kept a secret from the family of origin during the abuse, the family was seen as a source of nurturance and support after the abusive experience. A holistic view of spousal abuse was obtained revealing that the political, social, and economic constraints as well as the intrapersonal and interpersonal factors that victims faced everyday were factors in how they perceived and intervened in the abuse.

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Jones, Anthony D. "Leadership and spirituality the indivisible leadership of African American school administrators as pastors /." [Ames, Iowa : Iowa State University], 2010. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3403811.

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Walker-Bowen, Wanda. "Effective Caucasian female teachers of African American students." Diss., Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-11052007-115905.

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Hutchinson, Demetra Keyanna-Michelle. "African American Female Clergy in Dual Clergy Marriage." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6586.

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Burgeoning evidence has shown rapid growth of licensed and ordained female clergy within the Protestant church. Consequently, dual clergy couples have also increased in number. Research has suggested that African American female clergy have experienced greater challenges than male clergy in leadership roles in the church, including social isolation, sexism, and glass-ceiling barriers. Female clergy are also disproportionately affected by mental and physical health complications including depression, obesity, and burnout. Guided by adult personal resilience theory and its tenets of determination, endurance, adaptability, and recuperability, this interpretive phenomenological study focused on exploring the lived experiences of 13 African American female clergy leaders married to male clergy leaders. African American female clergy, recruited through both purposeful and snowball sampling, through interviews shared their stories of living in a dual-clergy marriage. Using Colaizzi's seven-step process of qualitative analysis and coding, two major themes of Resolve and Resilience, and four sub-themes including Barriers to the Church, Multiple Roles, Health and Wellness, and Adaptation were identified. Findings from this research expand the current body of knowledge on leadership and gender roles in the Protestant church, including the need for a greater understanding of the experiences of female clergy in male-dominated congregational and ministerial spaces. Implications for social change include opening conversations regarding the unique experiences of African American female clergy, supporting awareness of the social, mental and physical challenges of female clergy, and engaging in larger conversations about equal access in all areas of church leadership.

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Mason, Patrese A. "The Lived Experiences of African American Female Superintendents." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1450790580.

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Henry-Whitehead, Jocelyn Georgette. "A study exploring the educational needs of African-American pastors' wives within Baptist congregations." W&M ScholarWorks, 2004. https://scholarworks.wm.edu/etd/1539618318.

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For many years, the role of the pastor's wife has been an emerging role in American religious history (Sweet, 1983). While on their journey in building and nurturing their relationship with God, supporting their husbands, families, congregations, and communities, pastors' wives have experienced joys and blessings as well as challenges and issues. A tremendous joy for some pastors' wives has been the privilege, the opportunity, and the honor to serve, minister to, assist and care for others. However, one major challenge for many pastors' wives has been preparedness, or the lack of preparedness, knowledge, and instruction (Obleton, 1996). Wives of pastors are a large population of adult learners in need of educational programming opportunities. Providing adult and continuing education courses is one viable option and a resource that could assist with the needed knowledge, skills, and abilities for their role in ministry.;The primary purpose of this qualitative study was to explore the educational needs of African-American pastors' wives from the perspective and voice of the participants. to explore these educational needs, Maslow's Hierarchy of Needs was used as a framework. The participants for this study included three educational planning partner groups or a triangular component that encompassed adult learners, specialists, and educators. For the purposes of this study, the adult learners included a sample of five African-American pastors' wives. The specialists included persons who had been in a leadership role in a ministers' wives organization. The convenience sample for this group included four participants. Finally, the educators, were the administrators or the implementors from selected higher education institutions or religiously affiliated organizations who offered adult and continuing education, and had interacted with African-American pastors' wives. The educators included a sample of four participants. In total, the 13 participants used in this study were African-American, affiliated with the Baptist denomination in the United States, and affiliated with, representative of, or had exposure to selected African-American church congregations in Virginia.;Based on the design and parameters of this study, phenomenology was employed as the methodological perspective "to enter the field of perception of several individuals, while looking for and making meaning of their experiences" (Creswell, 1998, pp. 31, 51). as a result, data collection was accomplished by using semi-structured interviews.;The results from the interviews in this exploratory process were presented in two components. The first component provided narrative descriptions on each participant. The second component utilized the constant comparative method to analyze the transcriptions from all 13 interviews. From the coded transcriptions, both within-case analysis to draw out prominent themes, and cross-case analysis to examine the data in terms of similarities and differences between the three participant groups was performed. The data, descriptions, and results provided in this study could be used to inform practice relative to: educational programming for pastors' wives, clergy families, religious higher education, adult and continuing education, counseling, pastoral care, and WomanistCare.

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Maclin, Vickey L. "Barriers to the utilization of mental health services in African American church communities a qualitative and descriptive study of pastors' perceptions /." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p088-0158.

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Blackmon, Carlotta M. "Routed Sisterhood: Black American Female Identity and the Black Female Community." Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1238090994.

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Moncree-Moffett, Kareem T. "Educating our African American students." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1377873448.

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Pennington, Yvette. "Cyberbullying Incidents Among African American Female Middle School Students." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3280.

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Recent research has shown an increase in cyber bullying acts against middle and high school students. The National Center of Education Statistics (2010) reported that cyberbullying incidents increased 73% between the years of 2007 and 2009. In 2011, 75% of cyberbullying victims were adolescents (National Center of Education Statistics, 2013). Using data collected from the Pew Research and American Life Project, the study examined the prevalence of cyber bullying acts against African American female adolescents compared to Caucasian male and female adolescents and African American male adolescents. Additionally, the study reported the cyber bullying incident that occurred most frequently as either directly using texting or indirectly using social media websites. Past research studies have shown a prevalence of cyber bullying acts against Caucasian females. The participants in this study were 737 adolescents 12-17 years old. The results suggested that a prevalence of cyber bullying acts against African American female students occurred at a significantly lower rate than Caucasian female and male students but a significantly higher rate than African American male students and Hispanic male and female students. Additionally, indirect cyberbullying incidents occurred significantly more frequently than direct cyberbullying incidents.

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Carpenter, Cherise Michelle. "Perceptions of gender socialization among African-American female caretakers." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1968.

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Johnson, Essie M. "The life histories of six African-American female teachers /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu148795015360182.

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Sampson, Kristin Morgan. "African-American Female Students and STEM| Principals' Leadership Perspectives." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10743506.

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As the U.S. becomes more diverse, school leaders, major corporations, and areas of national defense continue to investigate science, technology, engineering and math (STEM) education issues. African-American female students have historically been underrepresented in STEM fields, yet educational leadership research, examining this population is limited. The purpose of this qualitative study was to explore how principals support African-American female students in schools with a STEM program.

The Critical Race Theory (CRT)was used as a theoretical framework to highlight the inadequacies to support educational inequalities. The application of the CRT in this study is due to the embedded inequality practices within the educational system, that have resulted in the underrepresentation of African-American female students in STEM. To complement CRT, the transformative leadership model was also utilized to examine the emancipatory leadership practices principals utilized. These theories framed the context of this study by recognizing the need to address how support is actualized to African-American female students in STEM by their principals.

A case study approach was an appropriate method to answer the two research questions, 1) How do principals feel they support African-American female students in their STEM programs? and 2) What practices do principals engage in that support underrepresented students in STEM? This approach intended to uncover how a principal leads a multifaceted population of underrepresented students in STEM programs. Two principals of STEM schools, where more than 50% of the population were African-American, were interviewed and observed completing daily operations at community-wide events. The STEM Coordinators and a teacher were also interviewed, and test scores were examined to provide further information about the STEM program, and public records were obtained to analyze the principals’ means of communication.

I found that principals supported African-American female students by engaging the community, and exhibiting leadership practices that align with the school culture. The results of this research bring voice to principals who lead schools with thriving STEM programs with majority African American female students. Leaders that exhibit transformative leadership practices by acknowledging race, and recognizing obstacles students of color face, support negating color-blinding ideologies that could impede the progress of all students.

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Richards, Soyini A. "Assessing Self-Efficacy Levels of Future African American and White American Female Leaders." Thesis, The Chicago School of Professional Psychology, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10687352.

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American females face challenges such as the glass ceiling, gender pay gap, and other hindrances due to gender discrimination. African American females face both gender and racial discrimination. The study consisted of 262 female undergraduate and graduate business students. An equal number of African American (131) and White American (131) females participated in the study. The purpose of this quantitative study was to examine the females’ leadership self-efficacy and leadership aspiration. In addition, the study focused on potential differences between the two groups of females. The findings revealed no significant differences between the two groups on leadership self-efficacy, nor for leadership aspiration, but the overall scores were high. Additional findings revealed ethnicity was found to moderate the relationship between leadership self-efficacy and leadership aspiration. At low levels of leadership self-efficacy, African American female business students have higher leadership aspirations than do White American female business students, while at high leadership self-efficacy, the White American female business students have slightly higher leadership aspirations than African Americans. Despite the possibility of the African American females in the study’s history of double jeopardy challenges due to gender and ethnicity, they do not require higher leadership self-efficacy than their peers. This study highlights the unique challenges of females aspiring to leadership positions and the additional issues African American females potentially face. The future of female business students in America aspiring leadership is unique from their male counterparts. The findings are relevant to understand the converging of leadership, gender, and ethnicity in society.

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Hall, Keeyana M. "The roles of African American female professors in public relations." CardinalScholar 1.0, 2009. http://liblink.bsu.edu/uhtbin/catkey/1538083.

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This study has presented an overview of the roles that African American female professors take on while a part of the public relations academy. The evidence suggests that African American female professors take on a dual role as professors and professionals while they are teaching at their respected colleges and universities. The professors perceived that they added value to their public relations departments and also that they played a significant in the development of future public relations professionals.
Department of Journalism

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Tollerson, Latrice Jones. "Challenges of African American Female Veterans Enrolled in Higher Education." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6139.

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African American women represent 19% of the 2.1 million living female veterans. They are the largest minority group among veteran women; however, little is known about the challenges that they face when they transition to a postsecondary learning environment. The purpose of this qualitative study was to understand better how this cohort of veterans who served in the U.S. Army during military campaigns in the Middle East overcame transitional challenges to higher education. This study utilized Schlossberg's adult transition theory and identity formation as described in Josselson's theory of identity development in women. The focus of this study was on how female veterans constructed meaning as they overcame transitional challenges and coped with change. The research questions focused on understanding the perceived social, emotional, and financial needs and discerning to what extent faculty and staff helped or hindered their academic success. Purposeful sampling strategies were used to select 12 veteran African American females who attend higher education to participate in semistructured interviews. Thematic analysis of the data indicated that being a better role model and provider; facing financial difficulties; and balancing home, school, and career were among the key findings. These findings on challenges of African American female veterans' experiences can be used to inform university administrators, state employment agencies, the Army's Soldier for Life Transition Program, and the U.S. Department of Veterans Affairs. This study contributes to positive social change by providing understanding to institutions of higher education regarding the transitional experiences of African American female veterans and the need to implement programs to assist them better.

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Dunmore, Wanda. "African American, Postrelease, Opioid, Female Offenders' Experiences in Job Interviews." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7134.

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The increasing recidivism rate for African American female offenders is exacerbated by postrelease job candidates' difficulties with interviewing for employment. The purpose of this hermeneutical, phenomenological study was to examine experiences from postrelease, African American, female, opioid offenders when interviewing with potential employers. Critical race Black feminist theory was used as the ontological lens for this research. Criterion sampling was used to recruit 12 female African American opioid female research participants. Data collection occurred via 12 semistructured, face-to-face interviewees. Thematic analysis was used to develop common emergent themes from the lived experiences of postrelease, African American, female, opioid offenders. Results showed that postrelease, African American, female offenders experienced emotional responses such as stress, nervousness, and anxiety during the interview process. In addition, they feared rejection when informing potential employers about their criminal background. The findings are significant in developing training programs for transition, human service, and criminal justice agencies that can increase the chances of postoffender, African American, female, opioid drug offender employment and decrease recidivism.

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Howard, Arianna. "ILLUMINATING PRACTICES OF EDUCATIONAL CARE AMONG FEMALE AFRICAN AMERICAN CAREGIVERS." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1480516735305684.

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Young, Jessica. "More than a prayer: Pastors' perception and practice of mental health services." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/55.

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While African Americans show similar rates of mental health concerns, they seek and obtain significantly fewer traditional mental health services (MHS) as compared to other groups. One alternative to traditional forms of MHS is the use of church-based resources, such as pastoral counseling. Pastors frequently report counseling as a large part of their duties. Therefore, their perceptions about mental health have a major impact on services that parishioners receive. This online survey assessed 40 pastors' perceptions about mental health services, as well as perceived needs for information or training. Attitudes about mental health were significantly related to variety of counseling provided and frequency of counseling. Attitudes toward mental health, church size, and pastoral education did not significantly predict counseling or referral. Topics discussed in counseling and desires for more training were evaluated and areas for future intervention are discussed in light of results from this study.

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Billingsley, Kia A. "African American Female Educators and African American Male Students: The Intersection of Race and Gender in Urban Elementary Classrooms." Digital Commons at Loyola Marymount University and Loyola Law School, 2007. https://digitalcommons.lmu.edu/etd/548.

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Historically, African American male students have been marginalized in our society and we have seen the repeatedly through the media, educational statistics, and prison statistics. This study was completed to examine the intersection of race and gender in urban classroom setting by looking at the impact of African American male student. This study challenges culturally responsive pedagogy and looks at a more specific pedagogy, African Centered pedagogy to determine the effective practices African American female educators use to positively impact the African American male student in the classroom setting. The data collected in this study demonstrated that African American female educators make a conscious effort to prepare African American male students in their class for the obstacles they will have to face in society. They provide positive classroom environments and multiple opportunities for these students when American society does not, and they demonstrate a critical understanding of the gendered experiences of African American students and act accordingly. This study proposes that there is a need for a more specific pedagogy introduced in teacher education programs in order to prepare not only African American educators but also all educators to better support African American male students by using Black feminist thought.

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Harmon, Noël Suzanne Watt Sherry Kay. "A study of the experiences of Black college female student athletes at a predominantly White institution." Iowa City : University of Iowa, 2009. http://ir.uiowa.edu/etd/376.

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Hughes-Watkins, Lael I. "Fay M. Jackson : the sociopolitical narrative of a pioneering African American female journalist /." Connect to resource online, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1213112337.

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Wright, Suzette. "Racial gender role socialization of the African American female : development and validation of the socialization internalization scale /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164551.

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Marshall, Cerise C. "Degradation, Humiliation, Perserverence: a study of female African American slaves in comparison with female Holocaust victims." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2008. http://digitalcommons.auctr.edu/dissertations/66.

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This study investigates the lives of female sufferers of the Holocaust and American slavery by comparing the different experiences of female and male imprisonment. Critics’ viewpoints on African-American slavery versus the Holocaust genocide were used to write this study. Lastly, it will be noted from renowned authors, their perspective of enslavement being much more torturous to women than men. A historical-analysis approach will be used to record the lives of the women discussed. Diaries, biographies, and reputable sources such as scholarly journals are to be employed to verify and document the events of the Holocaust and American slavery. The conclusion drawn from the research supports the idea that the aspects of female daily life in bondage consists of vulnerability to rape, forced motherhood, humiliation, sexual bargaining, pregnancy, abortion and fear for one’s children.

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Bath, Antonella. "The relationship between person-environment congruence and fundamental goals for African American and European American, female college students." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1056649233.

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Rabon-Williams, Frankie May. "The retirement planning process of African-American female, leading-edge baby boomers /." This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-164523/.

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Miller, Deneen. "Inner City African American Female Adolescents:investigating Percpetions of Womanhood and Aggressive Behavior." W&M ScholarWorks, 2016. https://scholarworks.wm.edu/etd/1463428398.

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The purpose of this study was to investigate perceptions of womanhood among African American female adolescents, and whether or not their perceptions consisted of aggressive or violent behavior. Black Feminist Thought and Social Constructionism were theoretical perspectives used to frame this qualitative study. Six African American female adolescents from two different cities participated in this study. Data collection included a semi-structured interview with each participant separately, transcribing each interview, downloading transcribed data into a qualitative data analysis program, and combing data for themes. This study attempted to answer to primary questions: How do Inner City African American female adolescents view womanhood? How does aggressive or violent behavior play a role, or not, in African American adolescent perceptions of womanhood? Data analysis revealed several themes from participant’s interviews: strength, responsibility, education, mom as role model, stereotypes, and finances. Limitations and implications for future research are also discussed.

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Rabon-Williams, Frankie Mae. "The retirement planning process of African-American female, leading-edge baby boomers." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/38272.

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Hill, Phyllis Lynette. "Resiliency Factors in African American Female Students in Single-Gender Educational Settings." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5720.

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Resiliency is a critical factor in educational success; the gap exists in the research regarding the effect of resiliency in the educational success of African American female students. The purpose of this interpretive phenomenological research (IPR) study was to explore and describe the lived experience of single-gender education through African American female student alumnae to capture and distill their shared experience of educational resilience and competence. Framework drew on gender-relevant education, social capital, racial identity and socialization. Research perspective that participants were viewed consisted of critical race feminism theory and competency versus deficit or risk perspective. Research questions focused on how African American female student alumnae of single-gender educational settings described their experiences in and out of school as they relate to resiliency and competence. The IPR design consisted of 3 interviews per participant; 1 focused on the past, 1 focused on the present, 1 integrated past and present experiences. Interpretive phenomenological analysis was used to analyze data. Results showed the components that factor into the African American Academic Achieving Female (A4F) include racial identity and socialization, gender relevant education, support systems within cultural and social capital, Guts, Resilience, Initiative, Tenacity (GRIT), Cultural (Re)Appropriation Unity (CRU), personal spiritual relationship. Recommendation for the A4F framework to be used as a foundation to foster growth of the A4F. Social change implication is understanding how African American female alumnae of single-gender schools describe their shared experience of A4F on their lives to foster social change for the African American students.

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Sharpe, Chelsea. "Experiences of Parenting for African American Female Survivors of Childhood Sexual Abuse." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5038.

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Childhood sexual abuse (CSA) has been linked to a number of adverse effects in adulthood including higher levels of depression, shame, guilt, self-blame, somatic concerns, anxiety, dissociation, repression, denial, relationship problems, and sexual problems. Little is known, however, about the influence CSA has on parenting, specifically among African American mothers, as previous researchers have primarily focused on the trauma experienced by survivors. Examining the impact of CSA on African American mothers' parenting is important as those children of survivors will often also experience the impact of the long-term sequelae associated with CSA. Guided by womanist theory, the purpose of this hermeneutic phenomenological qualitative inquiry was to explore the lived experiences in relation to parenting of African American mothers who survived CSA. Experiential anecdotes of data collected from interviews with 7 participants were hand coded for emergent themes; analysis generated 4 essential themes and 10 subthemes of experience. Themes included impact of abuse, bonding, efforts to protect, spirituality, and desires. This study's implications for positive social change include contributing to the knowledge base about the process of parenting experienced by African American female survivors of CSA. Findings may add insight shedding light on cultural nuances in parenting and coping with trauma and inform culturally-competent practice. Using study findings, mental health providers may be able to develop tailored treatment interventions and better support services for the prevention of adverse long-term effects of CSA in African American women.

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Tanner, Nicole N. "Underrepresentation of African American Female Community College Presidents in the United States." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7200.

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African American women are significantly underrepresented in the role of community college presidents in the United States. Insufficient research has been conducted related to the reason behind the underrepresentation of African American female community college presidents in this nation, warranting an investigation that led to this study. The purpose of this qualitative study was to explore the lived experiences of 7 current and former African American women who are, or have held, the community college presidency role to gain an in depth understanding as to why, from their perspective, an underrepresentation of African American female community college presidents exists in the United States. Critical race theory is the theoretical foundation that guided this phenomenological qualitative study. Semistructured interviews were conducted to collect data. The data were interpreted using phenomenological analysis. This study found that African American female community college presidents identified several barriers that lead to their underrepresentation. Race and gender were the most influential factors noted. Gender bias was evident in that women are not expected to hold the presidency position. The respondents noted that the U.S. society still has elements of white supremacy where people of color are not trusted with certain leadership positions. These sources of bias have limited access to the college presidency, leading to their lack of representation in the role. The findings of this study can assist leaders and policymakers in formulating and implementing appropriate strategies and policies to end or minimize the disparities of Black women leading US community colleges.

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Timmons, Thomas David. "Underrepresented Populations in Educational Makerspaces: The Voice of African American Female Students." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1586349847069158.

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Randolph, Marlayna A. "African American Women’s Perceived Barriers to the Position of High School Principal." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1427224280.

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Black, Latoya R. "Breaking barriers : oral histories of 20th century African-American female journalists in Indiana." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1371196.

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This study introduced six African-American female journalists in Indiana and provided an intimate account of their perception of media in regards to African-American female journalists of the 21st century. The women were publicly analyzed with a series of questions and candidly discussed the role of Black female journalists at work, in their personal lives, and their communities in general. The women shared similar responses in regards to four main topics: diversity in media, gender-related challenges, career enjoyment and impact on their communities. The most pressing issue of concern was diversity. All of the women agreed that diversity is ineffectively addressed and provided suggestions. The two research questions concluded (1) none of the women credited any female pioneer in Black journalism to their success and (2) the women did not credit early Black female journalists toward their decision to obtain longevity in journalism.
Department of Journalism

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Craddock, Hannah Catherine. "Black Female Landowners in Richmond, Virginia 1850-1877." W&M ScholarWorks, 2012. https://scholarworks.wm.edu/etd/1539626697.

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Johnson, Tova Joanna. "Performances of Black Female Sexuality in a Hip Hop Magazine." W&M ScholarWorks, 2008. https://scholarworks.wm.edu/etd/1539626546.

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Lester, Yvette Len. "GENDERED RACISM: A PHENOMENOLOGICAL STUDY OF AFRICANAMERICAN FEMALE LEADERS IN COUNSELOR EDUCATION." University of Akron / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=akron1555346338929415.

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O'Neil, Justine Eileen. "?Reciprocity is everything?: The Female Journey to Elective Bonding in African-American Literature." NCSU, 2006. http://www.lib.ncsu.edu/theses/available/etd-04222006-172341/.

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This thesis identifies the severe impact of compulsory heterosexuality in the African-American community. In particular, I explore the ways in which compulsory heterosexuality is tied to the legacy of slavery and how it damages Black female subjectivity as well as Black love relationships. I focus on three novels by African-American women ? Gayl Jones?s Corregidora (1975), Opal Palmer Adisa?s It Begins with Tears (1997) and Pearl Cleage?s What Looks Like Crazy on an Ordinary Day (1997) ? to illustrate the struggle that Black women face when subjected to sexual and emotional restrictions. I submit that the opposition to compulsory heterosexuality is elective bonding, in which women demand agency in all relationships. Chapter one discusses the authors? portrayals of how compulsory heterosexuality causes a repression of female desire, particularly when women structure their sexual lives around male satisfaction and reproduction. Chapter two focuses on the power of compulsory heterosexuality to obstruct female bonding from women?s lives, mainly by promoting female competition for the male gaze. Finally, chapter three outlines the steps necessary to escape the limitations of compulsory heterosexuality and to enter into elective bonding. My research suggests that effective elective bonding depends largely on building female community. Elective bonding ultimately prepares women to be active agents in all relationships, particularly those with men, in which they denounce compulsory heterosexuality and demand reciprocity. In this project, I posit that female bonding is the medium through which women can escape the sexual and emotional limitations of compulsory heterosexuality.

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Lacey-Godfrey, Lynette. "African american female body image : perceptions of women on two distinct college campuses /." Full text available from ProQuest UM Digital Dissertations, 2007. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1417804361&SrchMode=1&sid=3&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1220988503&clientId=22256.

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Scott, Wakina. "Socio-cultural determinants of physical activity among African American and white female adolescents." College Park, Md.: University of Maryland, 2009. http://hdl.handle.net/1903/9190.

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Thesis (Ph.D.) -- University of Maryland, College Park, 2009.
Thesis research directed by: Dept. of Family Studies. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Lodge, Tahira. "Perception of Self-Worth in African-American Adult Female Children of Alcoholic Parents." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7031.

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Parental alcoholism is a major risk factor for their children's future alcohol abuse and dependence during adulthood. Thus, the purpose of this descriptive phenomenological study was to understand African-American adult female children's perceptions of self-worth, their lived experiences, and their quality of life as it relates to parental alcoholism. The research focus and questions were addressed by applying the conceptual framework of Bowen's family systems and Covington's self-worth theories. Semi-structured interviews were used to collect data from 8 African-American adult female children of alcoholics. Subsequent data analysis and thematic coding were employed by using Colazzi's 7-step method to ensure rigor. The key findings from this study revealed that although over half of the women in this sample experienced some form of abuse and exposure to familial discord and even violence, their self-worth was strengthened by resilience and through forgiveness of their parents and siblings. This study's implications for positive social change include helping researchers and practitioners to better understand parental alcoholism and how it could shape the experiences of offspring, especially in the African-American female ethnic group. Future interventions could be shaped by these findings, and researchers may use these study results as a platform for future work in this literature domain.

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Smith, Courtney Shaleah. "The Intersecting Perspective: African American Female Experiences with Faculty Mentoring in Undergraduate Engineering." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/56490.

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The value of diversity in the Science, Technology, Engineering, and Math (STEM) fields has long been a leading topic of discussion among campus administrators and government officials. However, the number of African American women in STEM, and the engineering field in particular, has seen little growth over the past twenty years. To change this trend, there must be enhanced efforts to provide an environment and resources to support the retention of these women, and mentoring can play a key role. To gain a better understanding of the mentoring needs of these women, this research investigates the mentoring experiences of 16 current senior African American female engineering students. What is clear is that African American women have a unique set of experiences based on the multiple sets of identity groups that they claim membership in. Intersectionality emphasizes the implications of the multiplication of these identities and how that multiplication impacts experiences. This research, addresses the intersection by exploring faculty mentoring relationships, with particular focus on the implications of having a matched (same race and gender) or an unmatched mentor. Current research is inconsistent on the benefits of each type. Using phenomenography, this investigation of the various aspects of mentoring relationships that are salient to 16 African American women in engineering uncovered seven categories of mentoring: Guide, Proactive Supporter, Reactive Listener, Nurturer, Just in Time, Caring, and Role Model. Variation across these mentoring categories were reflected in the mentoring aspects that participants perceived. This set of interpersonal (listen, invested, and shared experience) and professional (development, opportunity, advice, and example) aspects depicted a set of mentoring types that varied in comprehensiveness. Additionally, variation in the race and gender of each mentor across each category suggested some trends surrounding the mentor characteristics that most frequently provided certain aspects. However, all of the categories that emerged were perceived to be effective. It is desired that the results of this research will impact the ways in which faculty understand the needs of African American women in engineering.
Ph. D.

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Hughes-Watkins, Lae'l I. "Fay M. Jackson: The Sociopolitical Narrative of a Pioneering African American Female Journalist." Youngstown State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1213112337.

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Elmore, Alyssa Jeannine. "An Exploration of the Educational Experiences of African American Female High School Students." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1448298333.

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Dissertations / Theses on the topic 'African American Female Pastors'

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