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Journal articles on the topic 'African American women school principals'
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Peters, April L. "Leading through the challenge of change: African-American women principals on small school reform." International Journal of Qualitative Studies in Education 25, no. 1 (2012): 23–38. http://dx.doi.org/10.1080/09518398.2011.647722.
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Loder, Tondra L. "African American Women Principals’ Reflections on Social Change, Community Othermothering, and Chicago Public School Reform." Urban Education 40, no. 3 (2005): 298–320. http://dx.doi.org/10.1177/0042085905274535.
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Bloom, Collette M., and David A. Erlandson. "African American Women Principals in Urban Schools: Realities, (Re)constructions, and Resolutions." Educational Administration Quarterly 39, no. 3 (2003): 339–69. http://dx.doi.org/10.1177/0013161x03253413.
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Newcomb, Whitney Sherman, and Arielle Niemeyer. "African American women principals: heeding the call to serve as conduits for transforming urban school communities." International Journal of Qualitative Studies in Education 28, no. 7 (2015): 786–99. http://dx.doi.org/10.1080/09518398.2015.1036948.
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Dixson, Adrienne D., and Jeannine E. Dingus. "In Search of Our Mothers’ Gardens: Black Women Teachers and Professional Socialization." Teachers College Record: The Voice of Scholarship in Education 110, no. 4 (2008): 805–37. http://dx.doi.org/10.1177/016146810811000403.
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Background/Context The current era of educational reform targets teacher education and aims to improve the performance of children who have traditionally underperformed and are underserved in public schools. Although educational policy has tried to address the ways in which “good teaching” contributes to improved student educational outcomes, research that examines such teaching must develop ways to make the tacit explicit. In doing so, the research and scholarship on teachers mask, ignore, and overlook the unique experiences of African American women teachers who bring a unique angle of vision to their work among historically underserved populations. The researchers argue that the pedagogy of Black women teachers provides much-needed insights that can inform the practices of all teachers. Focus of Study This article integrates findings from two separate studies on Black women teachers. It examines reasons underlying the professional entry of Black women into teaching and uses a Black feminist/womanist framework to examine how the nexus of race, gender, and class impacts Black women's decisions to enter teaching while also informing their teaching missions. The article is situated in novelist Alice Walker's metaphorical gardens to examine the intergenerational connections of Black women teachers to teaching. Setting Participants hailed from different geographic regions, including Southern California and the Midwest. All were teachers in urban districts serving primarily African American, Latino/Latina, and Asian American students. Participants The participants were 5 Black women teachers from two separate studies. All participants were elementary teachers: a novice; experienced veteran teachers; and a semiretired teacher. Three of the teachers were members of the same family, representing three generations of Black women teachers. The remaining two teachers live, teach, and attend the same church in a medium-sized midwestern city. Research Design The data for this article come from two separate qualitative studies on Black women teachers. Data Collection and Analysis Both studies used ethnographic interviews. Dixson interviewed two participating teachers, the teachers’ colleagues, principals, and parents of students. Dixson also conducted weekly classroom observations over 10 months. Dingus conducted two to three individual interviews with the participating family. She also conducted a group conversation with the family. Participants provided written reflections on their entry into teaching using metaphors of teaching. Dingus also collected documents including email correspondence, newsletters, and print articles featuring the participants. Findings Three convergent themes emerged that represent the teachers’ views of why Black women enter teaching. The first finding, that teaching is tending our mothers’ gardens, highlights the intergenerational encouragement of Black women, including mothers and community othermothers, as influential factors on their professional entry. Participants cited the teaching legacies of Black women in schools, families, and communities as inspirations to become teachers. The second finding, teaching as community work, highlights the ways in which the decision to enter teaching allowed them to remain connected to Black communities and students, function as cultural workers, and act as community othermothers. The third finding, that teaching is nurturing our mothers’ spiritual gardens, illuminates how participants connected their professional entry to a larger spiritual mission. Participants perceived their teaching as a moral, communal, and ethical endeavor incorporating humanistic pedagogical approaches. Conclusions/Recommendations The researchers argue that educational research, in keeping with a policy focus on quality instruction, must continue to examine the practices of Black women teachers, who have effective pedagogical practices with underserved populations. In doing so, we caution against operationalizing such pedagogical practices in ways that trivialize their teaching practices and render them invisible. Furthermore, we encourage researchers to examine how teacher education can make explicit the experiences, knowledge, wisdom and spiritual aspects of Black women's pedagogical practices. Research must also consider the ways in which Black women teachers draw on intergenerational networks in their teaching practices and how these relate to their conceptualizations of their roles as teachers.
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Peil, Margaret, and Kofi Lomotey. "African-American Principals: School Leadership and Success." Canadian Journal of African Studies / Revue Canadienne des Études Africaines 25, no. 3 (1991): 515. http://dx.doi.org/10.2307/486004.
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Carter, Deborah J., and Kofi Lomotey. "African-American Principals: School Leadership and Success." Journal of Negro Education 59, no. 4 (1990): 632. http://dx.doi.org/10.2307/2295325.
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Jones, Brandolyn E., Rebecca M. Bustamante, Pamela Gray, and Benita R. Brooks. "Exploring Cultural Responsiveness Among European American Principals in Rural Schools With High-Performing African American Readers." Journal of School Leadership 29, no. 2 (2019): 115–29. http://dx.doi.org/10.1177/1052684619832155.
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A comparative case study approach was applied to explore the extent of cultural responsiveness of two European American principals working in two select rural elementary schools where African American students consistently scored high on reading achievement tests. Results suggested African American students’ high levels of reading performance in the rural school environments were influenced largely by synergistic systems of community integration, culturally relevant leadership practices, and teacher professional development. Recommendations for practicing rural principals, principal preparation programs, and educational researchers are shared.
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Nkosi, Thembi, and Zvisinei Moyo. "South African Women Leading Rural Schools During the COVID-19 Pandemic: Challenges and Resilience." Journal of Education and Educational Development 10, no. 2 (2023): 191–211. http://dx.doi.org/10.22555/joeed.v10i2.850.
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Since the arrival of COVID-19, schools have been confronted with complex problems, and the burden on women principals in rural schools has been enormous. - The COVID-19 pandemic has significantly increased the workload of women principals, affecting both their work and home life." This study sought to explore how the leadership roles of female principals in rural primary schools have been influenced during the COVID-19 pandemic. This qualitative study focused on women principals leading rural primary schools in South Africa during the COVID-19 pandemic, utilizing critical feminist theory for analysis. The study collected data through semi-structured interviews and document analysis. Women principals’ leadership was impacted by a lack of trust, insufficient resources and resistance presented by parents, teachers, and staff members directly and negatively affected the women principals and became an obstacle in pursuing their duties. - The shortage of infrastructure caused learners to attend school intermittently due to new timetabling models introduced to accommodate social distancing. The absence of e-learning amenities made it difficult for rural learners to receive education."The absence of e-learning amenities made it difficult for the rural learners to receive education. Further and future research should be conducted in other provinces to compare the experiences of female principals.
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Davis, Rosemary A., Byron E. Jones, Randall C. Morgan, and Bernard C. Watson. "Roosevelt High School Principals: Personal Reflections." Gifted Child Today 47, no. 1 (2023): 40–44. http://dx.doi.org/10.1177/10762175231205904.
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Graduates of Roosevelt High School remember their experiences, specifically the principals. Bernard Watson introduces the other authors’ personal reflections by describing the environment, his relationships with the principals and his fellow students, and the long-term effects of the school on its graduates. Following this introduction, Randall C. Morgan remembers his grandfather, H. Theo Tatum, who everyone knew and respected and who crafted a sense of excellence in the students. The other two principals—Warren Anderson and Robert Eugene Jones—are remembered by their children. Rosemary Davis remembers her father, Anderson, as being energized by teaching, learning, and interacting with teachers and students. He believed in producing well-rounded students, those with both physical as well as intellectual skills. Byron Jones remembers his father, Robert Jones, as also having a passion for teaching and leading. He honored students’ achievements and increased the number who graduated with honors. These personal memories support the importance of leadership within an elite African-American school’s culture.
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Musa Grace, Zitha, and Rudzani Israel Lumadi. "Challenges of Women Leaders in South African Schools: Towards a Resolution." African Journal of Gender, Society and Development (formerly Journal of Gender, Information and Development in Africa) 12, no. 1 (2023): 107–32. http://dx.doi.org/10.31920/2634-3622/2023/v12n1a6.
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This article explored the challenges of women leaders in South African schools, in the Gauteng Province. Existing studies on this issue only document the situation but do not specify or suggest frameworks on how the challenges can be dealt with. The article used secondary data sources obtained in both grey and academic literature, using terms such as women leaders, women leader challenges, women empowerment and women emancipation as key terms. It also utilised in-depth interviews conducted with a total of 52 education stakeholders consisting of six male and female principals, six male and female deputy principals, 12 male and female departmental heads, 18 Post Level one teachers, five male and female members of the School Governing Body (SGB) from staff and parent components, three Gauteng Department of Education officials, one representative of South African Principals Association in Gauteng and one labour union representative who were selected purposively. The theoretical framework adopted in the article integrated feminist and sociocultural theories. The article showed that women leaders faced a variety of social, cultural and structural challenges. It proposed the deployment of transformational leadership across all levels of the department as the best long-lasting solution.
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Wiley, Kanisha, Rebecca Bustamante, Julia Ballenger, and Barbara Polnick. "African American Women Superintendents in Texas." Journal of School Administration Research and Development 2, no. 1 (2017): 18–24. http://dx.doi.org/10.32674/jsard.v2i1.1922.
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 School superintendents who are African American women are understudied. In this study, researchers explored the lived experiences of African American women superintendents in the state of Texas. The purpose of the study was to identify the challenges, supports, and personal background characteristics that participants believed influenced their ascension to superintendent positions. A phenomenological research approach was used, and data were collected through individual interviews with superintendent participants. Data were analyzed and interpret- ed using Moustakas’ (1994) phenomenological reduction approach. Three major themes emerged in the results: (a) desire to impact others at various levels, (b) sources of personal strength, and (c) external support systems. Subthemes were identified and described for each larger theme. Findings suggest a need to expose aspiring African American women administrators to the challenges and rewards of superintendent positions and increase mentorship opportunities and quality preparation programs.
 
 
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White-Smith, Kimberly A. "Beyond Instructional Leadership: The Lived Experiences of Principals in Successful Urban Schools." Journal of School Leadership 22, no. 1 (2012): 6–25. http://dx.doi.org/10.1177/105268461202200102.
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Despite national statistics that suggest declining African American and Latino student achievement, few schools accept the challenge of educating the neediest students, and even fewer succeed. This phenomenological study examined the experiences of and strategies employed by three principals of urban schools that effectively educate traditionally underserved students. Contrary to instructional leadership practices, these principals limited opportunities for teachers to share in the decision-making process regarding school operation and leadership, instead expecting teachers to concentrate on classroom instruction as the priority. Additionally, these principals focused and nurtured teachers’ personal and professional characteristics to enhance the quality of instruction at their particular schools.
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Mogadime, Dolana, PJ (Kobus) Mentz, Denise E. Armstrong, and Beryl Holtam. "Constructing Self as Leader: Case Studies of Women Who Are Change Agents in South Africa." Urban Education 45, no. 6 (2010): 797–821. http://dx.doi.org/10.1177/0042085910384203.
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The present article draws from the biographical narratives of three South African high school female principals which are part of a larger research study in which 26 aspiring and practicing women school leaders were interviewed. Narratives were constructed from in-depth interviews with each participant and analyzed for themes that provided insights into the skills, knowledge, and understanding that contribute to an effective African-centered leadership style that values three key principles of ubuntu: spirituality, interdependence, and unity. Findings indicate these women’s narratives are a testimony to their moral and ethical commitments in which social emancipation, compassion, and care for the community’s children are firmly rooted at the center of their leadership style. This study answers the call for research that explores context-specific leadership.
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Flores, Osly J. "(Re)constructing the Language of the Achievement Gap to an Opportunity Gap." Journal of School Leadership 28, no. 3 (2018): 344–73. http://dx.doi.org/10.1177/105268461802800304.
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This article situates the counternarrative of three African American female school principals and their leadership practices toward equity using a critical race theory framework (CRT). The data come from a larger exploratory study that addressed the understanding of the so-called achievement gap by school leaders. Four prevalent themes emerged through the use of a CRT analysis: (1) Mind-set toward opportunity gap; (2) recognizing issues: race, racism, and interest convergence; (3) holistic approaches toward “Our” students; and (4) the (real) opportunity of loss. I conclude with four contexts for implication for school leadership practice.
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Wilkerson, Reginald D., and Camille M. Wilson. "“Beating against the Wind”." Journal of School Leadership 27, no. 6 (2017): 772–99. http://dx.doi.org/10.1177/105268461702700601.
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In this article, authors offer a CRT-driven analysis of in-depth interview data from two African American principals charged with turning around poverty-impacted, largely African-American populated schools. Both served as social justice-oriented leaders who countered traditional administrative approaches and disrupted racially and/or socioeconomically biased practices. Their leadership and student advocacy methods clashed with district ideals and policies, and each faced severe repercussions. The authors highlight why supporting and retaining such school leaders is necessary, and offer strategies capable of helping the educational community move forward in supporting a vulnerable leadership population commonly assigned to improve the most challenging U.S. schools.
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Bacon, Ellen, Joy Banks, Kathryn Young, and Francesina Jackson. "Perceptions of African American and European American Teachers on the Education of African American Boys." Multiple Voices for Ethnically Diverse Exceptional Learners 10, no. 1-2 (2007): 160–72. http://dx.doi.org/10.56829/muvo.10.1-2.42640877v6646546.
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The authors interviewed 27 teachers (16 African American and 11 European American) on instructional factors contributing to overidentification of behavior problems in African American boys. Interviews focused on teachers' perspectives of effective teachers, teacherstudent relationships, and communication styles. Analysis of the interviews showed that both African American and European American teachers believed in the importance and positive impact of having caring relationships with students. However, African American teachers placed a higher value on being personally involved with students, providing protective guidance, and knowing the students' family and community. European American teachers valued teachers who provide good academic instruction, have consistent expectations and consequences, and are involved in students' school activities. Both groups believed there were important differences in communication styles between some African American women teachers and European American teachers in managing classrooms and disciplining students.
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Anderson, Elizabeth W., Melissa Valerio, Manlan Liu, et al. "Schools’ Capacity to Help Low-Income, Minority Children to Manage Asthma." Journal of School Nursing 21, no. 4 (2005): 236–42. http://dx.doi.org/10.1177/10598405050210040901.
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This article describes the challenges and strengths of asthma management in 14 low-income, predominantly African American urban elementary schools serving more than 5,000 students. Asthma prevalence was 24.5%. Teachers, school principals, parents, and children described how asthma was managed at school. Data from classmates of students with asthma showed that they had moderate to high levels of information about the disease. Data from teachers indicated the great need for practical instruction on how they might effectively support a child with asthma in the classroom and on the playground. Principals raised concerns about expectations for the functioning of school staff and implementation of school policies especially related to asthma emergencies. Parents reported a range of problems their children face at school. Data from children with asthma showed that 75% believed asthma affected their schoolwork. Findings from this study should be useful to school personnel, health providers, and others who assist children and their families to manage asthma at school. Data suggest that making school nursing services available is warranted, given the impact of asthma on the school community.
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Ward Randolph, Adah, and Dwan V. Robinson. "De Facto Desegregation in the Urban North: Voices of African American Teachers and Principals on Employment, Students, and Community in Columbus, Ohio, 1940 to 1980." Urban Education 54, no. 10 (2017): 1403–30. http://dx.doi.org/10.1177/0042085917697204.
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This research explores the historical development of African American teacher and principal hiring and placement in Columbus, Ohio, from 1940 to 1980. In 1909, the Columbus Board of Education established Champion Avenue School creating a de facto segregated school to educate the majority of African American children and to employ Black educators. Over the next 50 years, Columbus created a de facto system of education where Black educators were hired and placed exclusively. This research illuminates how an unintended detriment such as de facto segregation actually developed Black leadership, and strengthened and empowered the community before and after Brown.
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Duthely, Lunthita M., Jose A. Carugno, Cayla Y. Suthumphong, Erica B. Feldman, and JoNell E. Potter. "Vaginal Dysplasia and HIV: An African American and Caribbean American Cohort Study." Interdisciplinary Perspectives on Infectious Diseases 2019 (January 1, 2019): 1–7. http://dx.doi.org/10.1155/2019/6189837.
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Background. Vaginal cancer is a rare disease with poor clinical outcomes and limited therapeutic options. In the United States (US), minority women and older women are disproportionately diagnosed with late-stage vaginal cancer. Sociodemographic characteristics, risk behaviors, and cooccurring conditions are linked to vaginal intraepithelial neoplasia (VaIN). The diagnosis of VaIN is more prevalent among older women and women living with HIV (WLWH). The Caribbean basin has one of the highest rates of anogenital cancers in the Western Hemisphere. In the US, vaginal infections are more prevalent among Caribbean women, and these infections contribute to higher rates of Human Papilloma Virus (HPV). Given the high rate of anogenital cancers in the Caribbean and the high rates of HPV among Caribbean women in the US, we sought to describe the occurrence of VaIN in a cohort of Black non-Hispanic WLWH. The cohort was followed by an interdisciplinary team of providers with the University of Miami, Miller School of Medicine. Results. Caribbean Americans were living with HIV longer and more were uninsured; more African Americans endorsed cigarette and illicit substance use. Caribbean Americans trended towards the highest grades of VaIN (VaIN 2+) at baseline, but more African Americans progressed to VaIN 2+ in subsequent biopsies. Conclusion. In this cohort of Caribbean American and African American women living with HIV diagnosed with VaIN, Caribbean Americans had the highest grade of VaIN at baseline, but more African Americans progressed to more advanced stages of the disease.
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Dixson, Adrienne D. ""Let's Do This!"." Urban Education 38, no. 2 (2003): 217–35. http://dx.doi.org/10.1177/0042085902250482.
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Historically, African American teachers have been actively involved in political movements that sought to improve the material conditions of African Americans. More contemporary examinations of African American teachers' pedagogy and, in particular, African American women's pedagogy, have found that these teachers have a decidedly political mission to their teaching. Some researchers have described these teachers' pedagogy as culturally relevant. Notwithstanding, there is a growing body of research that seeks to highlight how Black women, in various contexts, have participated in political activities and how their participation is part of a Black feminist activist tradition. This article examines how contemporary African American women teachers continue the tradition of political involvement and situates their activities in a Black feminist activist tradition. The data are taken from a qualitative study of two African American women elementary school teachers. The findings reveal that among other things, the teachers' pedagogy was inherently political.
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Weisenfeld, Judith. "‘Who is Sufficient For These Things?’ Sara G. Stanley and the American Missionary Association, 1864–1868." Church History 60, no. 4 (1991): 493–507. http://dx.doi.org/10.2307/3169030.
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The literature dealing with those women and men who dedicated themselves to teaching the newly freed slaves in the South during Reconstruction has grown considerably in recent years. From W. E. B. DuBois's Black Reconstruction in America in 1935, with its positive depiction of the role of these teachers through Henry L.ee Swint's 1941 work, The Northern Teacher in the South, with its negative stereotype to more recent works, we now have a body of literature which has begun to examine this group in a more thorough and complex manner.1 The general stereotype which often appears in the literature is of the missionar teacher as a white woman from New England, fresh from the abolitionist movement. While it is true that many teachers fit into this category, there were also many African-American teachers and missionaries, both women and men.2 A good deal of the literature has dealt, at least briefly, with the ways in which African-American men functioned in the context of such organizations as the American Missionary Association (AMA). However, the experience of these men was different from that of African- American women, in part because these men were more likely to be givenadministrative positions in the organizations, either as principals, field agents, or supported missionaries. Most of the women, then, were more likely to remain “in the trenches” as teachers during their tenure with the missionary society.3
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Adams, Donnie, and Vicneswary Muthiah. "SCHOOL PRINCIPALS AND 21ST CENTURY LEADERSHIP CHALLENGES: A SYSTEMATIC REVIEW." Journal of Nusantara Studies (JONUS) 5, no. 1 (2020): 189–210. http://dx.doi.org/10.24200/jonus.vol5iss1pp189-210.
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Background and Purpose: This systematic review article focuses on leadership challenges encountered by school principals in the 21st century. International evidence indicates principal leadership affects school and student performance. However, little systematic review has been carried out on the issue. Hence, the purpose of this paper is to analyse the existing literature on leadership challenges faced by school principals in the 21st century.
 
 Methodology: Following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, a systematic review was done on two main databases, Web of Science and Scopus. There were three main stages in the process: identification of keywords, screening of articles, and determination of the articles. This resulted in a final database of 16 eligible documents. 
 
 Findings: The review of these documents resulted in three main themes – personal challenges, school context, and stakeholders, and 11 sub-themes. There were three subthemes for personal challenges such as lack of knowledge and skills, while school context challenges can be divided into six sub-themes such as lack of trained staff and inadequate facilities and resources. The two subthemes for stakeholders challenges are negative attitudes of parents and interventions from the Ministry.
 
 Contributions: This systematic review expands the literature of principalship in the 21st Century by highlighting the challenges faced in the context of North American, African, European, and Australian schools. Further work on the challenges faced by school principals in other continents should be carried out to achieve a better understanding on the issue.
 
 Keywords: 21st century, challenges, principal leadership, school leadership, systematic review.
 
 Cite as: Adams, D., & Muthiah, V. (2020). School principals and 21st century leadership challenges: A systematic review. Journal of Nusantara Studies, 5(1), 189-210. http://dx.doi.org/10.24200/jonus.vol5iss1pp189-210
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Brown, Anita R. "The Recruitment and Retention of African American Women as Public School Superintendents." Journal of Black Studies 45, no. 6 (2014): 573–93. http://dx.doi.org/10.1177/0021934714542157.
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Kitano, Margie K. "Gifted Latina Women." Journal for the Education of the Gifted 21, no. 2 (1998): 131–59. http://dx.doi.org/10.1177/016235329802100202.
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This article presents an analysis of factors affecting the life-span achievement of 15 Latina women identified as gifted through a national retrospective study of high-achieving African American, Asian American, Latina, and White women. Content analyses of interview data from participants and “parent” informants were conducted to investigate questions concerning the characteristics these gifted Latina women displayed during their school years; family, community, and school contributions to their achievement; roles played by societal and institutional factors; and strategies employed by the women to reach their high levels of achievement. As children, participants displayed a range of characteristics; and more than half did not evidence their considerable potential through report-card grades. While some families and schools provided strong support of these women's achievements, others communicated ambivalent or low expectations. The majority of participants cited racial or gender bias as a major obstacle during the adult years. They responded to bias and other hardships with a strong determination to succeed. Implications are suggested for recognizing and supporting gifted potential in young Latina women during the school years.
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Kaufman, Polly Welts. "Building a Constituency for School Desegregation: African-American Women in Boston, 1962-1972." Teachers College Record: The Voice of Scholarship in Education 92, no. 4 (1991): 619–31. http://dx.doi.org/10.1177/016146819109200401.
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Wilson, Camille M. "Starting the Bandwagon: A Historiography of African American Mothers' Leadership during Voluntary School Desegregation, 1954-1971." Advancing Women in Leadership Journal 34 (June 12, 2017): 38–47. http://dx.doi.org/10.21423/awlj-v34.a120.
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In this article, the author presents a historiography that considers the leadership that African American women, particularlymothers, played in U.S. school desegregation. Discussion moves beyond offering a political analysis of school integration politicsthat is male centered, bounded by a legalistic frame, or steeped within general discussions of the political clashes betweenintegrationists and segregationists to recast significant historical events through a more nuanced womanist lens. Literature isreviewed and archival data from 1954 to 1971 are marshaled to shed light on why and how African American motherscontributed to the school desegregation movement, particularly in Greensboro, NC. The author suggests what lessons can begleaned from the mothers' legacy to extend conceptualizations of transformative educational leadership.
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Habtamu, Sandra. "For Us, By Us." Journal of African American Women and Girls in Education 3, no. 2 (2024): 154–67. http://dx.doi.org/10.21423/jaawge-v3i1a154.
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This article describes how one group of African American women educators set out to change the narrative surrounding the achievement of African American girls at their high school through the creation of an elective course entitled Ourstory, which was designed using the tenets of culturally relevant, African-centered, and Black feminist pedagogy. The main goal of the Ourstory course was to use the study of African American women’s history and heritage to increase self-esteem, self-efficacy and provide a safe space for the African American girls involved. This descriptive study explores the design and implementation of the Ourstory class using a qualitative analysis of the course syllabus, lesson plans, course materials, student work, observations, and interviews with staff and students. The findings from this study demonstrate that there is value in creating a space for African American girls to express themselves and build community.
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Pierre, Yvette. "Rooted Pedagogies: Black Women Activist Teachers Planting Seeds." European Scientific Journal, ESJ 14, no. 19 (2018): 36. http://dx.doi.org/10.19044/esj.2018.v14n19p36.
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The history of activism on the part of African American women has laid the foundation on which contemporary African American women activists and scholars have developed theories, critiques, and cultural frameworks that challenges pre- established paradigms and epistemologies. This paper focuses on extending the research that begun on African American teacher activists to gain sufficient insight into their political perspectives and how their perspectives were manifested in their personal and professional lives to influence their role as a teacher. This study was informed by black feminist epistemology and it employs portraiture as its research methodology. Data analysis yielded significant findings. The subjects of the study considered those life experiences to be most significant that contributed in developing their critical consciousness as children through the influence of their family, school, and community. Each teacher pointed to the need to teach critical thinking skills so that students of color will be able to establish their places in the world as productive citizens. The pedagogical approaches of the black women activist teachers were theorized and it emerged as a model of Rooted Pedagogies grounded in the historical tradition of black women’s activism. Furthermore, the implications for teacher education and practice were discussed, alongside with the recommendations for future research.
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Neal-Jackson, Alaina. "A Meta-Ethnographic Review of the Experiences of African American Girls and Young Women in K–12 Education." Review of Educational Research 88, no. 4 (2018): 508–46. http://dx.doi.org/10.3102/0034654318760785.
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There has been a paucity of research on the educational experiences of young Black women in U.S. K–12 education. Although both Black male and female students experience constrained opportunities to learn, the popular and academic conversation has almost unilaterally focused on the plight of Black boys and men. Drawing on critical race theory, this meta-ethnographic literature review synthesizes what is currently known about the advantages and obstacles young Black women encounter within public schooling contexts given their marginalized racial and gender identities. The data were drawn from a careful systematic search of electronic databases, key journals, books, and the reference lists of key articles, which yielded 37 sources for review. The analysis revealed that school officials positioned young Black women to be undisciplined in their academic habits and unequivocally misaligned with school norms. As such, they were viewed as unapproachable, unteachable, and ultimately fully responsible for the limited academic opportunities they experienced. On the other hand, young Black women spoke of themselves as highly ambitious and driven learners. They felt unfairly handicapped in their pursuit of educational and occupational success at the hands of school officials who misconstrued their identities, and given institutional policies that targeted them and failed to meet their needs. The review discusses implications of these varied perspectives in viewing the school experiences of young Black women and offers future directions for study and practice.
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Brevard, Lisa Pertillar. "“I LEAVE YOU LOVE”: African American Women as Collectors in, of, and through, the Arts." Collections: A Journal for Museum and Archives Professionals 15, no. 2-3 (2019): 113–66. http://dx.doi.org/10.1177/1550190619866183.
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In her last will and testament, educator-activist Mary McLeod Bethune (1875–1955) declared, “I LEAVE YOU LOVE. Love builds.” A direct descendant of former chattel slaves, Bethune believed in building from the bottom up: beginning with love, or positive thoughts, and manifesting those thoughts. By accretion of goods and goodwill, she built not only a physical school which fostered the arts as a bridge toward world citizenship for disenfranchised black people but also a school of thought, extending to encompass purposeful government service at local and federal levels, toward achieving a just society. Bethune’s determined example of building by accretion informs and helps us to better understand and articulate a wide variety of African American women’s collecting in, of, and through, the arts. This article explores and defines—according to philosophy, purpose, practice, type, scope, and audience—various examples of collecting and collections among selected African American women in the arts, many of whom became contributors to, and subjects of, various collections.
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Schwartz, Robert A., Beverly L. Bower, Diana C. Rice, and Charles M. Washington. ""Ain't I a Woman, Too?": Tracing the Experiences of African American Women in Graduate School." Journal of Negro Education 72, no. 3 (2003): 252. http://dx.doi.org/10.2307/3211247.
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Morojele, Pholoho, Vitallis Chikoko, and Ntombikayise Ngcobo. "Do Women Have to ‘Grow Muscles’ in Order to Successfully Manage Schools? Evidence from Some South African Female School Principals." Anthropologist 15, no. 2 (2013): 199–207. http://dx.doi.org/10.1080/09720073.2013.11891307.
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Katz, Susan J. "Border Crossing: A Black Woman Superintendent Builds Democratic Community in Unfamiliar Territory." Journal of School Leadership 22, no. 4 (2012): 771–88. http://dx.doi.org/10.1177/105268461202200405.
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Much of the earlier research on women in leadership has told the stories of White women. Since there are very low numbers of superintendents of color both male and female nationwide, there have been very few stories reported of women leaders of color (Brunner & Grogan, 2007). This article describes the leadership issues involved when one Black woman crossed a border (geographically and culturally) to lead a school district. Delia (pseudonym) became the first woman and the first person of color to lead a small suburban school district whose population was very different from what she was and what she knew. Delia was a participant in a study designed to investigate how women school superintendents promote and support social justice and democratic community building in their school districts. Six women participated in that study: three were African American, one was American Indian, and two were White. This article briefly describes that study and then focuses on Delia, one participant in it who took a risk to apply for her first superintendency in a district not far from her old district in miles but miles apart in population, ideology, and community values.
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Power-Carter, Stephanie. "RE-THEORIZING SILENCE(S)." Trabalhos em Linguística Aplicada 59, no. 1 (2020): 99–128. http://dx.doi.org/10.1590/010318136742415912020.
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ABSTRACT This paper describes a telling case account that occurred during an ethnographic study in the United States in a secondary school senior British Literature class with only two African American young women, Pam and Natonya. The telling case complicated silence and also made visible other reflexive processes that provided opportunities to unpack and theorize silence, which led to the articulation of the silence trilogy. Further, it also made visible how the African American woman scholar’s own lived experiences informed her attempt to make sense of how Pam and Natonya navigated the silence(s). This paper will primarily foreground the works of Scholars of Color and use Black feminist and sociolinguistic theory to explore the following question: How did two African-American females in a predominately white educational space negotiate the silence(s) (e.g., silence, silencing, and silenced)? How did the African American woman researchers of color make sense of their negotiation?
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Wissman, Kelly K. "“Rise Up!”: Literacies, Lived Experiences, and Identities within an In-School “Other Space”." Research in the Teaching of English 45, no. 4 (2011): 405–38. http://dx.doi.org/10.58680/rte201115255.
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In this article, I consider the literacy practices that emerged in an in-school elective course centered in the literacy tradition of African American women. Drawing from spatial perspectives (Leander & Sheehy, 2004), I explore what it means to consider this course an “Other space” (Foucault, 1986), as a space created without the constraints of a mandated curriculum or standardized test pressures and as a space informed by an understanding of the connections among literacies, lived experiences, and identities. Through the presentation and analysis of five vignettes, I consider how the students shaped the course to their own ends and pursued agentive literacy work resonant with the epistemologies in the literacy tradition of African American women. While I situate these contributions and literacy practices within Black feminist and postpositivist realist theories of identities, I contend their full measure cannot be understood without a look at the physical aspects of the space, the travel of texts into and out of it, and its relational and affective dimensions. I conclude with considerations for pursuing literacy pedagogies attentive to social identities and for creating ”Other spaces” within a time of standardization and testing.
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Salazar, Laura F., Richard A. Crosby, Jamal Jones, Krishna Kota, Brandon Hill, and Katherine E. Masyn. "Contextual, experiential, and behavioral risk factors associated with HIV status: a descriptive analysis of transgender women residing in Atlanta, Georgia." International Journal of STD & AIDS 28, no. 11 (2017): 1059–66. http://dx.doi.org/10.1177/0956462416686722.
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This study assessed the prevalence of self-reported HIV infection among a community sample of transgender women and identified associated contextual, experiential, and behavioral factors. Ninety-two transgender women completed a self-administered interview. Recruitment occurred through an LGBT service organization, a transgender support group, transgender advocates, and informal communications. Eighty-two percent were African American/Black. Of 83 who knew their status, 60% reported being HIV infected. High rates of childhood sexual abuse (52%), rape (53%), intimate partner violence (56%), and incarceration (57%) were reported. Many did not have health insurance (53%), were not employed full-time nor in school (63%) and had been recently homeless (49%). HIV-infected transgender women as compared to HIV-uninfected transgender women were more likely to be African American/Black ( P = 0.04), and older than 34 years ( P = 0.01), unemployed/not in school ( P < 0.001). HIV-infected transgender women also experienced less trans-related discrimination ( P = 0.03), perceived less negative psychosocial impact due to trans status ( P = 0.04) and had greater happiness with their physical appearance ( P = 0.01). HIV-infected transgender women may experience relatively less trans-related stress compared to their HIV-uninfected counterparts. High rates of HIV, trauma, and social marginalization raise concerns for this population and warrant the development of structural and policy-informed interventions.
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Bedimo, Ariane Lisann, Patricia Kissinger, and Ruth Bessinger. "History of sexual abuse among HIV- infected women." International Journal of STD & AIDS 8, no. 5 (1997): 332–35. http://dx.doi.org/10.1258/0956462971920046.
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The objective of this study is to describe the characteristics associated with a history of sexual abuse among HIV-infected women enrolled in a public inner-city HIV outpatient clinic. A retrospective chart review of 238 women of childbearing age enrolled in the HIV outpatient clinic between 1987 and 1995 was performed. Characteristics of the study population were 83% African American, 69% single, and 53% finished high school or were still in school. The mean age was 25.7 years. Of the 238 women, 32% had a history of sexual abuse. Factors associated with sexual abuse history after controlling for age included living in a nonpermanent situation (OR=4.8), history of non-intravenous drug use (OR=4.65), and having dropped out of school (OR=2.2). HIV-infected women should be screened for a history of sexual abuse and carefully counselled regarding their reproductive choices and drug treatment.
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Hanson, Sandra L., and Rebecca S. Kraus. "Women in Male Domains: Sport and Science." Sociology of Sport Journal 16, no. 2 (1999): 92–110. http://dx.doi.org/10.1123/ssj.16.2.92.
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A Critical Feminist perspective and data from the nationally representative National Educational Longitudinal Study are used to explore the relationship between involvement in sports and success in science for a recent cohort of high school aged women. We also consider whether women from different social classes and racial/ethnic groups and with different sport experiences derive similar benefits from sport. Variation in sport experience involves a consideration of type of sport (e.g., basketball vs. track), type of team (e.g., varsity vs. intramural), age of athlete (middle school vs. high school sophomore vs. high school senior), and leadership roles (e.g., captain). Our findings show that sport has mostly positive consequences for young women’s science attainment, although these effects are smaller than for a 1980 cohort of female athletes. These benefits exist across types of sport, teams, and levels of involvement but are their greatest in the sophomore year of high school. In contrast to earlier cohorts, we find that for this recent cohort, sport participation positively affects the science attainment of women from various subgroups—white, Hispanic, upper-ses and lower-ses. However, young African-American women see very little benefit from sport. Implications of these findings are discussed.
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Odama, Adashi Margaret, Valerie Otti, Shuai Xu, Olamide Adebayo, and Adetunji T. Toriola. "Coffee, Tea, and Mammographic Breast Density in Premenopausal Women." Nutrients 13, no. 11 (2021): 3852. http://dx.doi.org/10.3390/nu13113852.
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Studies have investigated the associations of coffee and tea with mammographic breast density (MBD) in premenopausal women with inconsistent results. We analyzed data from 375 premenopausal women who attended a screening mammogram at Washington University School of Medicine, St. Louis, MO in 2016, and stratified the analyses by race (non-Hispanic White (NHW) vs. Black/African American). Participants self-reported the number of servings of coffee, caffeinated tea, and decaffeinated tea they consumed. Volpara software was used to determine volumetric percent density (VPD), dense volume (DV), and non-dense volume (NDV). We used generalized linear regression models to quantify the associations of coffee and tea intake with MBD measures. Coffee: ≥1 time/day (β = 1.06; 95% CI = 0.93–1.21; p-trend = 0.61) and caffeinated tea: ≥1 time/day (β = 1.01; 95% CI = 0.88–1.17; p-trend = 0.61) were not associated with VPD. Decaffeinated tea (≥1 time/week) was positively associated with VPD in NHW women (β = 1.22; 95% CI = 1.06–1.39) but not in African American women (β = 0.93; 95% CI = 0.73–1.17; p-interaction = 0.02). Coffee (≥1 time/day) was positively associated with DV in African American women (β = 1.52; 95% CI = 1.11–2.07) but not in NHW women (β = 1.10; 95% CI = 0.95–1.29; p-interaction = 0.02). Our findings do not support associations of coffee and caffeinated tea intake with VPD in premenopausal women. Positive associations of decaffeinated tea with VPD, with suggestions of effect modification by race, require confirmation in larger studies with diverse study populations.
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Hanson, Sandra L. "African American Women in Science: Experiences from High School through the Post-Secondary Years and Beyond." NWSA Journal 16, no. 1 (2004): 96–115. http://dx.doi.org/10.2979/nws.2004.16.1.96.
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Robinson-Backmon, Ida B., and Leslie W. Weisenfeld. "An Historical Overview and Comparison of Women and African-Americans in the Accounting Profession: 1960s–1990s." Accounting and the Public Interest 2, no. 1 (2002): 41–67. http://dx.doi.org/10.2308/api.2002.2.1.41.
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Although a reasonable body of research exists with respect to women and some for African-American accountants, no study has provided a comparison of both groups' experiences across similar periods. The purpose of this paper is to provide an historical overview and comparison of these two groups of accountants for the period 1960–1999 in an attempt to illuminate the reasons for their accomplishments and lack of accomplishments in the public accounting profession. A review of the 1960s indicates that although discrimination against women was evident, white females fared slightly better than African-Americans, who were virtually nonexistent in the U.S. public accounting profession (Hammond 1997). During the 1970s both groups were excluded from any meaningful participation and were discriminated against when employed in public accounting. An explanation for this phenomenon was provided in 1976, as a result of the Metcalf hearings, when the Big 8 accounting firms admitted that they had not sought out women and African-Americans in the past and indicated it would take time to train and develop these individuals to qualify for partnership levels (Wescott and Seiler 1986). While the number of women in the profession had increased dramatically by the 1980s the Big 8 firms' records with respect to women partners were among the worst when compared to other professions (Maupin 1991). By 1989 only 4.1 percent of partners were women and Big 8 Accounting firms showed very little interest in recruiting African-Americans, which led Mitchell and Flintall (1990, 59) to conclude that “although there are more black CPAs than in the past, proportionately blacks fare no better than they did in 1968.” During the 1990s the representation of African-Americans and women in top-level positions remained marginal since the ranks of partners, principals, directors, and senior managers continued to be filled primarily by white males (Kinard et al. 1998). Research with respect to both groups indicated that they thought their career advancement opportunities had been limited and by the end of 1999 women were still underrepresented in senior positions and African-Americans were still underrepresented at all levels in the public accounting profession.
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Coogan, Patricia F., Nelsy Castro-Webb, Jeffrey Yu, George T. O'Connor, Julie R. Palmer, and Lynn Rosenberg. "Neighborhood and Individual Socioeconomic Status and Asthma Incidence in African American Women." Ethnicity & Disease 26, no. 1 (2016): 113. http://dx.doi.org/10.18865/ed.26.1.113.
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<p><strong>Objective</strong>: Individual socioeconomic status (SES) has been associated with asthma incidence but whether neighborhood<br />SES has an influence is unknown. We assessed the contributions of neighborhood socioeconomic status (SES), neighborhood housing density, neighborhood racial composition, and individual SES to the development of adult-onset asthma in Black<br />women, accounting for other known or suspected risk factors.<br /><strong></strong></p><p><strong>Design and Participants</strong>: Prospective cohort study conducted among 47,779 African American women followed with biennial health questionnaires from 1995 to 2011.<br /><strong></strong></p><p><strong>Methods and Main Outcome Measures</strong>: Incident asthma was defined as new selfreport of doctor-diagnosed asthma with<br />concurrent use of asthma medication. We assessed neighborhood SES, indicated by census variables representing income,<br />education, and wealth, and housing density and % African American population, as well as individual SES, indicated by highest education of participant/spouse. Cox proportional hazards models were used to derive multivariable hazard ratios (HRs) and<br />95% CIs for the association of individual SES and neighborhood variables with asthma incidence.<br /><strong></strong></p><p><strong>Results</strong>: During a 16-year follow-up period, 1520 women reported incident asthma. Neighborhood factors were not associated<br />with asthma incidence after control for individual SES, body mass index, and other factors. Compared with college graduates,<br />the multivariable HR for asthma was 1.13 (95% CI 1.00-1.28) for women with some college education and 1.23 (95% CI 1.05-<br />1.44) for women with no more than a high school education.<br /><strong></strong></p><p><strong>Conclusions</strong>: Individual SES, but not neighborhood SES or other neighborhood factors, was associated with the incidence<br />of adult-onset asthma in this population of African American women. <em>Ethn Dis</em>. 2016;26(1):113-122; doi:10.18865/<br />ed.26.1.113</p><p> </p>
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Ishimaru, Ann M., Joe L. Lott, Kathryn E. Torres, and Karen O'Reilly-Diaz. "Families in the Driver's Seat: Catalyzing Familial Transformative Agency for Equitable Collaboration." Teachers College Record: The Voice of Scholarship in Education 121, no. 11 (2019): 1–39. http://dx.doi.org/10.1177/016146811912101108.
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Context An emerging body of research has begun to re-envision how nondominant families and communities might become powerful actors in equity-based educational change when issues of power, race, culture, language, and class are integrated into family engagement efforts. Beyond the commitment to more equitable engagement, the field offers little empirically-grounded evidence with regard to how to shift power and build collective agency, particularly in the moment-to-moment interactions that constitute the ongoing daily practice of family-school relations. Purpose of Study We sought to understand how nondominant parents and educators could enact equitable collaboration in the school-based co-design of a parent education curriculum. We sought to better “map” the journey to transformative agency of nondominant parents by asking: What were the turning points in the emergence and evolution of transformative agency amongst nondominant parents from different racial/cultural/linguistic communities? Within and across these turning points, how did parents narrate and negotiate their roles and evolve their transformative agency? Setting The research took place in a suburban school district in the Western United States outside a major urban city, in a region of increasing suburban poverty and marked racial, cultural, and linguistic diversity. Participants The design team included nine parents from two schools who identified as African/African American, Latina, Vietnamese, and white; three white teachers, two white principals, two district administrators (African American and multiracial), and five researchers (Asian American, African American, and Latino/a). Research Design This study merged a framework of equitable collaborations with expansive learning theory and employed participatory design research (PDR) methodologies to examine 10 design meetings with historically marginalized parents that sought to build authentic relationships, reciprocity, and accountability to one another and the targeted outcome. Findings/Results Our findings suggest a series of turning points marked by discursive expansions in which nondominant parents re-envisioned their own and educators’ roles in educational change. Through the design process, parents surfaced and engaged historical contradictions, developed collective understandings, modeled possibilities for collective voice and influence, and enacted their collective influence through the collection of data from other parents, the development and piloting of a lesson on bullying, and the completion of the curriculum. Conclusions/Recommendations We argue that these methods and theories offer ways forward from documenting deficit-based processes and historically-rooted power asymmetries in family engagement towards enacting equitable and democratic processes that leverage the expertise of nondominant families in tandem with that of formal educators and researchers.
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Hacker, Robyn L., Amanda O. Hardy, Jacqueline Webster, et al. "The Impact of Ethnically Matched Animated Agents (Avatars) in the Cognitive Restructuring of Irrational Career Beliefs Held by Young Women." International Journal of Cyber Behavior, Psychology and Learning 5, no. 3 (2015): 1–12. http://dx.doi.org/10.4018/ijcbpl.2015070101.
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The Believe It! program developed and evaluated by was the first interactive, multimedia, psychological-education intervention deployed on the Internet. In a controlled study, the authors reported that the ethnically diverse cartoon models were partially successful in using cognitive restructuring to promote more reasonable career beliefs among Caucasian middle-school young women. It was not clear if the program's lack of efficacy among minority young women was due to computer literacy factors affected by SES. Subsequently, four studies explored the role of matching or mismatching the ethnicity of animated agents in a graphically enhanced program with young women receiving the cognitive restructuring treatment. Each of the studies used the same four outcome measures (Occupational Sex-Role Questionnaire, Believe It Measure, Career Beliefs Inventory, and the Career Myths Scale) before and after matched and mismatched participants received the Believe It! intervention. analyzed data from African-American participants, Latinas, Asian-Americans, and ethnically isolated Caucasian young women. The current article reports that the results of these four studies are consistent with similar research involving live counselor and client dyads (e.g., ). The Believe It! program had a clear impact on ethnically matched African-American young women, whereas pairings on ethnicity produced, at best, marginally improved outcomes for Latinas, Asian-Americans, and ethnically isolated Caucasian young women.
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Farmer-Hinton, Raquel L., Joi D. Lewis, Lori D. Patton, and Ishwanzya D. Rivers. "Dear Mr. Kozol…. Four African American Women Scholars and the Re-Authoring of Savage Inequalities." Teachers College Record: The Voice of Scholarship in Education 115, no. 5 (2013): 1–38. http://dx.doi.org/10.1177/016146811311500501.
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Background In 1991, Savage Inequalities quickly became the most riveting assessment of the inequalities in U.S. public schools. When Kozol visited East St. Louis for his book, the authors of this paper lived and attended schools there. As Kozol's readers in their respective graduate and undergraduate classes, the authors found it difficult to merge his outsider views with their insider experiences because their backgrounds included many unnamed human and structural resources, valuable beyond a dominant and patriarchal framework. Objective The objective of this paper is to resituate Jonathan Kozol's Savage Inequalities by critiquing Kozol's caricaturization of East St. Louis and its schools as places where students and community members lack communal agency and resources. Through the lens of each form of capital from Yosso's (2005) Community Cultural Wealth Model, the authors show how their stories reflected access to various forms of capital as K-12 students in East St. Louis. Research Design The methodological framework for this study is narrative inquiry. The authors storied their East St. Louis experiences by generating a narrative protocol and using the protocol to share their backgrounds, historical and contemporary understandings of East St. Louis, and each author's educational and professional trajectories. Once the narratives were completed, the authors shared and analyzed the narrative texts to identify patterns and emergent themes. Findings The narratives revealed how families, teachers, community centers, churches, and extracurricular programs were sources of familial, aspirational, resistant, navigational, and social capital. The narratives also provided clarity on the power and dignity of “unnamed” family and community structures, even though these forms of capital are rarely explored in the dominant literature. Conclusion The narratives complicate Kozol's interpretation and prompt readers to look at East St. Louis (and other urban communities) with a more paradoxical frame. This study is important for future educators who read Savage Inequalities and misunderstand urban students and families as subjects who need to be saved. Educators and potential educators require a much more complicated view of urban school districts and school children since scholarship can often provide a one-sided picture of inadequacy and despair. The authors contend that although East St. Louis indeed faces critical challenges fueled by racism and classism, the authors re-storied Kozol's narrative to expose the very rich source of community cultural capital that exists in East St. Louis and other urban centers very much like it.
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Pickett, Moneque Walker, Marvin P. Dawkins, and Jomills Henry Braddock. "Race and Gender Equity in Sports." American Behavioral Scientist 56, no. 11 (2012): 1581–603. http://dx.doi.org/10.1177/0002764212458282.
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Males have been the dominant focus of sports participation in America since the 19th century. Serious examination of women’s participation in sports did not begin to receive substantial treatment until the early 1970s, when social and legal forces led to the enactment of Title IX of the 1972 Education Amendments to the Civil Rights Act of 1964. The purpose of the present study is to address the question of whether Black and White women have benefited equally from Title IX by (a) examining Post–Title IX trends in Black and White females’ sport participation in high school and college, using data from national longitudinal surveys; (b) assessing the effect of race on sport participation opportunities for high school girls based on these data:, and (c) examining legal cases involving Title IX to assess the extent to which legal challenges have improved access to and participation of Black women in sports relative to their White female counterparts. The findings of the current study reveal that this benefit has not been shared equally by White and African American females. High schools attended by African American females do not offer the same range of sports as those available in schools attended by White females.
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Grigsby, Sheila R. "Giving Our Daughters What We Never Received." Journal of School Nursing 34, no. 2 (2017): 128–38. http://dx.doi.org/10.1177/1059840517707241.
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African American girls experience disparate rates of pregnancy and acquisition of sexually transmitted infections, including human immunodeficiency virus, when compared to their non-Hispanic White counterparts. Among African American girls, current pregnancy rates are equal to the national crisis levels of teen pregnancy reported in 1990. This qualitative elicitation study was conducted to gain insight into the ways in which African American mothers and their daughters, between the ages of 9 and 14, communicate about sexual health. Early sexual health communication between mothers and daughters is known to enhance the sexual health outcomes of girls. A series of four focus groups and three in-depth interviews were conducted between July and September 2014. The theory of planned behavior was the organizing framework. Theoretical constructs that guided this study were attitudes, perceived behavioral control, and subjective norms. Results showed that what African American women share with their daughters about sexual health stems from their personal faith, values, and experiences. Findings from this study can inform interventions to provide support for this understudied population. Moreover, there are implications for health-care providers, particularly school nurses, who are in an ideal position to help increase mothers’ self-efficacy to engage in sexual health conversations with their young daughters.
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Breaux, Richard M. "“To the Uplift and Protection of Young Womanhood”: African-American Women at Iowa's Private Colleges and the University of Iowa, 1878–1928." History of Education Quarterly 50, no. 2 (2010): 159–81. http://dx.doi.org/10.1111/j.1748-5959.2010.00258.x.
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In the fall semester of 1894, Ida Mae Godfrey entered Iowa Wesleyan College (IWC), a small predominantly white coeducational institution in the southeast Iowa town of Mount Pleasant Godfrey, like dozens of whites and eight blacks before her, had graduated from Mount Pleasant High School and was soon faced with a decision concerning the next steps in her life. She could, as did many young black and white women, marry, settle, and raise a family, but her personal and professional aspirations likely convinced her that a college education was the best choice. Although enrolled at IWC, Godfrey most likely lived at home while she attended school. This allowed her parents and extended family to shield her from some of the racial prejudices and possible sexual abuses she may have experienced had she gone away to college and worked as a domestic in a white home to pay for school. In temporarily exerting control over their daughter's life, Mr. and Mrs. Godfrey helped to preserve Ida's mental and physical energies so that she might advance through school and enter one of the most respectable occupations open to black women in the late nineteenth century—teaching.
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Olitsky, Stacy. "Teaching as Emotional Practice or Exercise in Measurement? School Structures, Identity Conflict, and the Retention of Black Women Science Teachers." Education and Urban Society 52, no. 4 (2019): 590–618. http://dx.doi.org/10.1177/0013124519873676.
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To effectively teach historically marginalized groups of students, educators have argued for increasing recruitment and retention of teachers of color. This qualitative study draws on identity theory, exploring the relationship between school structures, self-talk, identity development, and retention of an African American woman science teacher. In this study, the teacher experienced identity conflicts because structures in her school conflicted with her professional identity, shaped by race and gender, as warm and connected. Results from this study indicate that policies that prioritize measurement over relationships can cause contradictions with culturally responsive approaches and the emotional practice of teaching.