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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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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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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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Osler II, James Edward, and Renita L. Webb. "An In�Depth Qualitative and Quantitative Analysis to Determine the Factors That Affect the Existence of African American Women Superintendents in the North Carolina K�12 Public School System." i-manager's Journal on School Educational Technology 10, no. 2 (2014): 17–40. http://dx.doi.org/10.26634/jsch.10.2.2970.
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Björk, Lars, John Keedy, and D. Keith Gurley. "Career Patterns of American Superintendents." Journal of School Leadership 13, no. 4 (2003): 406–27. http://dx.doi.org/10.1177/105268460301300404.
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Stemming from a nationwide survey of superintendents (Glass, Björk, & Brunner, 2000), this article dispels the myth that there is a crisis facing the American school superintendency. Though we note a slight increase in the median age of superintendents, most chief school executives are satisfied in their current positions and tend to stay longer and retire later than they did a decade ago. Further evidence suggests that career patterns and characteristics of women and people of color in the superintendency tend to differ from those of their White, male counterparts and that the underrepresentation of these populations within the field continues to be of concern. Recommendations for policy development, based upon empirically identified challenges in the field, rather than unfounded myths of crisis, are included.
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Pisapia, Michael Callaghan. "The Authority of Women in the Political Development of American Public Education, 1860–1930." Studies in American Political Development 24, no. 1 (2010): 24–56. http://dx.doi.org/10.1017/s0898588x09990113.
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Through a comparative historical analysis of the American states, I show how public education was the original policy field through which white American women became empowered as voters and political officials. Women's changing status within the education profession and “school suffrage” rights are an important and overlooked aspect of women's political history, and the rural orientation of state governments and women's increasing administrative authority as county superintendents and rural supervisors of education was pivotal to women's political empowerment. Women's authority, however, varied across regions and across states, with women's authority especially strong in Western states. I find that women in the field of public education were most empowered where there was a history of school suffrage rights, where administrative offices were elective rather than appointed, and where the power of the state superintendent of public instruction was weak. These findings suggest that democratic institutions, more than economic development or state capacity, were fundamental to women's increasing authority in the policy domain that commanded the largest share of state and local resources at the time.
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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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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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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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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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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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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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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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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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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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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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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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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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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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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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Murry, Velma McBride. "The Impact of Sexual Activity and Fertility Timing on African American High School Graduates' Later Life Experiences." Families in Society: The Journal of Contemporary Social Services 78, no. 4 (1997): 383–92. http://dx.doi.org/10.1606/1044-3894.796.
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Results from this study of 1,666 African American high school graduates' life experiences showed that a significant proportion of adolescent mothers were more successful than conventional stereotypes suggest Several had obtained professional jobs, had middle-income status, and were pursuing additional educational training. The author used data from the National Survey of Family Growth Cycle IV to examine a sample stratified by sexual activity and fertility timing: 474 virgins (28.5%), 570 never-pregnants (34.1%), 65 ever-pregnants (4%), and 557 adolescent mothers (33.4%). Across groups, most of the women had never married, with virgins and adolescent mothers the least likely to be in marital relationships. Of the four groups, virgins reported higher educational, financial, and occupational advancement. Implications for future research, education, and policy are discussed.
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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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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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Tan, Marissa, Abdullah Mamun, Heather Kitzman, and Leilani Dodgen. "Longitudinal Changes in Allostatic Load during a Randomized Church-based, Lifestyle Intervention in African American Women." Ethnicity & Disease 29, no. 2 (2019): 297–308. http://dx.doi.org/10.18865/ed.29.2.297.
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Introduction: African American (AA) women have disproportionately higher risk of cardiovascular disease than White women, which may be explained by the uniquely higher allostatic load (AL) found in AA women. No studies have tested the effect of lifestyle interventions on AL in AA women. Our objectives were to assess the change in allostatic load following a lifestyle intervention and explore the roles of lifestyle behaviors and socioeconomic factors on allostatic load change.Methods: Participants were non-diabetic (mean age and SD: 48.8±11.2 y) AA women (n=221) enrolled in a church-based, cluster randomized trial testing a standard diabetes prevention program (DPP) and a faith-enhanced DPP with 4-months of follow-up. We assessed the relationships of changes in diet, physical activity, neighborhood disadvantage, individual socioeconomic factors, and other lifestyle variables to changes in AL at 4-months using a multilevel multinomial logistic regression model.Results: Average AL decreased (-.13±.99, P=.02) from baseline to 4-months. After adjusting for other variables, a high school education or less (OR:.1, CI:.02–.49) and alcohol use (OR: .31, CI: .09-.99) contributed to increased AL. Living in a disadvantaged neighborhood was responsible for increased AL, though it was not statistically significant. There were no statistically significant associations between AL and other health behavior changes.Conclusions: Lower education levels may dampen the benefits of lifestyle interventions in reducing AL. Although a significant reduction in AL was found after participation in a lifestyle intervention, more research is needed to determine how lifestyle behaviors and socioeconomic factors influence AL in AA women.Ethn Dis. 2019;29(2):297-308; doi:10.18865/ ed.29.2.297
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Joseph, Joretta. "From One Culture to Another: Years One and Two of Graduate School for African American Women in the STEM Fields." International Journal of Doctoral Studies 7 (2012): 125–42. http://dx.doi.org/10.28945/1571.
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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.
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Wilson, Camille M. "Refusing Detroit’s public school failure: African American women’s educational advocacy and critical care versus the politics of disposability." education policy analysis archives 23 (December 13, 2015): 125. http://dx.doi.org/10.14507/epaa.v23.1777.
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This article highlights a narrative study of African American women educational advocates in Detroit and the political resistance they enact to combat the inequities of structural educational failure and disempowering neoliberal dynamics. The Detroit advocates have challenged the traditional public educational system as volunteers, family members, community activists, elected officials, and/or professional educators. The author discusses the advocates’ perspectives, experiences, and improvement strategies in light of Detroit’s complex, market-based educational landscape. Findings pertain to the advocates’ efforts to respond to educational and communal loss, family engagement barriers, insufficient school choice options, and concerns about privatization. Their narratives comprise counter-stories that illustrate theoretical notions of critical care and traditions of Black women’s political resistance used to combat the politics of disposability that hinder many urban communities. The author concludes the article by indicating how the Detroit advocates’ work can inform broader efforts to improve urban education.
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Alcantara, Iris, Regine Haardörfer, Julie A. Gazmararian, Terry J. Hartman, Brenda Greene, and Michelle C. Kegler. "Relative validation of fruit and vegetable intake and fat intake among overweight and obese African-American women." Public Health Nutrition 18, no. 11 (2014): 1932–40. http://dx.doi.org/10.1017/s1368980014002547.
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AbstractObjectiveTo compare commonly used dietary screeners for fat intake and fruit and vegetable intake with 24 h dietary recalls among low-income, overweight and obese African-American women.DesignThree telephone interviews were completed; measures included two 24 h dietary recalls (a weekday and weekend day) using the Nutrition Data System for Research software, the Behavioral Risk Factor Surveillance System’s (BRFSS) Fruit and Vegetable Consumption Module and the National Cancer Institute’s (NCI) Percentage Energy from Fat Screener.SettingParticipants were recruited from three federally qualified health centres in south-west Georgia, USA.SubjectsParticipants (n 260) were African-American women ranging in age from 35 to 65 years. About half were unemployed (49·6 %) and 58·7 % had a high-school education or less. Most were obese (88·5 %), with 39·6 % reporting a BMI≥40·0 kg/m2.ResultsMean fruit and vegetable intake reported from the 24 h dietary recall was 2·66 servings/d compared with 2·79 servings/d with the BRFSS measure. The deattenuated Pearson correlation was 0·22, with notable variation by weight status, education level and age. Mean percentage of energy from fat was 35·5 % as reported from the 24 h dietary recall, compared with 33·0 % as measured by the NCI fat screener. The deattenuated Pearson correlation was 0·38, also with notable variation by weight status, education level and age.ConclusionsValidity of brief dietary intake measures may vary by demographic characteristics of the sample. Additional measurement work may be needed to accurately measure dietary intake in obese African-American women.
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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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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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Arcidiacono, Peter, and Cory Koedel. "Race and College Success: Evidence from Missouri." American Economic Journal: Applied Economics 6, no. 3 (2014): 20–57. http://dx.doi.org/10.1257/app.6.3.20.
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Conditional on enrollment, African American students are substantially less likely to graduate from four-year public universities than white students. Using administrative micro-data from Missouri, we decompose the graduation gap into racial differences in four factors: (i) how students sort to universities, (ii) how students sort to initial majors, (iii) high-school quality, and (iv) other preentry skills. Preentry skills explain 65 and 86 percent of the gap for women and men respectively. A small role is found for differential sorting into college, driven by African Americans' disproportionate representation in urban schools and schools at the very bottom of the quality distribution. (JEL H75, I21, I23, J15, R23)
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Generett, Gretchen Givens, and Olga M. Welch. "Transformative Leadership: Lessons Learned Through Intergenerational Dialogue." Urban Education 53, no. 9 (2017): 1102–25. http://dx.doi.org/10.1177/0042085917706598.
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The purpose of this article is twofold. First, it sheds light on an intergenerational leadership process experienced by two African American women. This piece is a leadership story situated within a School of Education in higher education that describes the challenges faced by a Dean with many over 10 years in the role and a newly minted Associate Dean. The influence and impact of intergenerational dialogues is described as a meaningful and necessary process to better understand leadership in institutions of higher education.
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Kosma, Maria, and David R. Buchanan. "Exercise Behavior, Facilitators and Barriers among Socio-economically Disadvantaged African American Young Adults." International Journal of Kinesiology and Sports Science 6, no. 2 (2018): 1. http://dx.doi.org/10.7575/aiac.ijkss.v.6n.2p.1.
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Background: Although exercise participation has numerous benefits among young adults, socio-economically disadvantaged ethnic minorities tend to be less active than their White counterparts of higher SES. Instead of relying on logical positivism in exercise promotion, a phronetic (humanistic) approach may better assist with understanding exercise behavior. Objective: The study purpose was to examine the exercise behavior and qualitatively distinct exercise values (e.g., activity and inactivity reasons) among socio-economically disadvantaged African American young adults. Method: This was a phronetic, qualitative study among 14 African American young adults (Mage = 32.97 years old ±14.13), who attended General Educational Development classes in an inner-city learning center. An in-depth and dialogical interview process was conducted regarding exercise behavior, positive and negative exercise experiences, reasons for exercise participation or not, exercise behavior of participants’ peers and significant others, and neighborhood safety. Results: Only three men met the minimum aerobic exercise recommendations and their main activity was basketball. Three individuals were somewhat active, while the rest of the participants were inactive. Based on the phronetic, thematic analysis, two themes emerged. Exercise facilitators included enjoyment (from skill and fitness development in a playful setting), health improvement, weight loss and toned physique, and utilitarian purpose (i.e., karate to work for campus security). Exercise barriers included time constraints and other priorities (school, work, caretaking), injuries, accessibility and cost issues, safety issues (unsafe neighborhoods), personality (lack of motivation and self-discipline), and undesirable results on appearance and performance. Conclusion: Exercise promoters should emphasize: a) playful, culturally meaningful, and socially supported activities to increase fitness, skill development, and enjoyment; b) policy change via the provision of parental leave for both parents; c) safe and accessible exercise settings, especially among women of lower SES; d) information about safe exercises and injury recovery; and e) fit and healthy physiques for personal fulfilment and enjoyment.
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Stewart, R. R. S. "Designing a Campus for African-American Females: The National Training School for Women and Girls 1907 – 1964 and the Making of a D.C. Neighborhood." International Journal of Interdisciplinary Social Sciences: Annual Review 5, no. 12 (2011): 139–82. http://dx.doi.org/10.18848/1833-1882/cgp/v05i12/51974.
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Kynard, Carmen. "From Candy Girls to Cyber Sista-Cipher: Narrating Black Females' Color-Consciousness and Counterstories in and out of School." Harvard Educational Review 80, no. 1 (2010): 30–53. http://dx.doi.org/10.17763/haer.80.1.4611255014427701.
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In this article, Carmen Kynard provides a window into a present-day "hush harbor,"a site where a group of black women build generative virtual spaces for counterstories that fight institutional racism. Hidden in plain view, these intentional communities have historically allowed African American participants to share and create knowledge and find their voices in hostile environments, which, in the case of this study, involve an academic institution. Kynard also discusses the need for critical scholar/student alliances that interrogate taken-for-granted institutional practices that invalidate out-of-school literacies. The article parallels the instructional practices that disenfranchise black students with research agendas that claim to alleviate inequity while really perpetuating it.
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Eisenman, Russell. "Possible Gender Bias in Ivy League and Selective Colleges." Psychological Reports 70, no. 3 (1992): 970. http://dx.doi.org/10.2466/pr0.1992.70.3.970.
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In a 1991 report it was shown that many college women, especially conservatives, would not want a woman or an African-American to be President of the United States. Data are presented from a 1989 report by Persell and Cookson of 1035 high school seniors, showing Ivy League colleges and other highly selective colleges appeared to discriminate against female applicants. Even though both male and female applicants were from the pool of what elite colleges might consider to be the most qualified candidates, 92% of the boys but only 77% of the girls were accepted by the colleges.
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Lindsey, Robert, Eugene Sessoms, and Georgia Willis. "Impact of Campus Recreational Sports Facilities and Programs on Recruitment and Retention among African American Students: A Pilot Study." Recreational Sports Journal 33, no. 1 (2009): 25–34. http://dx.doi.org/10.1123/rsj.33.1.25.
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The purpose of this study was to assess the impact of campus recreational sports facilities and programs on student recruitment and retention among male and female African American students. A convenience sample of students from classes in the Department of Health and Human Performance at a small, southeastern, private, historically black college and university was used in the study. The instrument consisted of a modified version of the National Intramural-Recreational Sports Association's Quality and Importance of Recreational Services Survey. An independent samples t test was used to test for differences between gender and the recruitment and retention questions, alpha = .05. It was determined that 60% of the male students reported that the availability of recreational sports was important/very important in deciding to attend the college and 68% of the men reported that the availability of recreational sports was important/very important in deciding to continue attending the college. Men scored higher than women when it came to importance of the availability of recreational facilities and programs in deciding to attend the school, the importance of the availability of recreational facilities and programs in deciding to continue at the school, how important sports and fitness activities will be to them after graduation, and the total times per week they participate in active recreational sports pursuits. Although there are limitations to the study, the results provide further evidence that students report that the availability of recreational sports facilities and programs has an impact on both their decisions to attend and remain at an institution. This is a finding that can only serve to increase the practitioner's understanding of those who use such facilities and programs. More studies are needed to further examine the impact of campus recreational facilities and programs on African American students.
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Johnson, Val Marie. "“The Half Has Never Been Told”: Maritcha Lyons’ Community, Black Women Educators, the Woman’s Loyal Union, and “the Color Line” in Progressive Era Brooklyn and New York." Journal of Urban History 44, no. 5 (2017): 835–61. http://dx.doi.org/10.1177/0096144217692931.
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Schoolteacher Maritcha Lyons was among the pioneering African American women who, in 1892, built one of the first women’s rights and racial justice organizations in the United States, the Woman’s Loyal Union of New York and Brooklyn (WLU). The WLU is recognized for its antilynching work in alliance with Ida B. Wells, and as an organizational springboard to the National Association of Colored Women. This essay examines struggles on “the color line” by Lyons, other WLU members, and women educators, through their community’s engagement in 1880s and 1890s Brooklyn and New York contention over school integration, and a 1903 debate on the founding of the Brooklyn Colored Young Women’s Christian Association. These women’s and their community’s battles against segregation and for separate institutions reveal lesser known aspects of WLU women’s activism, and the complexities of urban racism and Black resistance in the “Progressive Era” that witnessed Reconstruction’s dismantling, lynching, and “Jim Crow.”
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Phillips, Evelyn Newman, and Wangari Gichiru. "Structural Violence of Schooling: A Genealogy of a Critical Family History of Three Generations of African American Women in a Rural Community in Florida." Genealogy 5, no. 1 (2021): 20. http://dx.doi.org/10.3390/genealogy5010020.
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Through the lens of structural violence, Black feminism and critical family history, this paper explores how societal structures informed by white supremacy shaped the lives of three generations of rural African American women in a family in Florida during the middle to the late twentieth century. Specifically, this study investigates how disparate funding, segregation, desegregation, poverty and post-desegregation policies shaped and limited the achievement trajectories among these women. Further, an oral historical examination of their lives reveals the strategies they employed despite their under-resourced and sometimes alienating schooling. The paper highlights the experiences of the Newman family, descendants of captive Africans in the United States that produced three college-educated daughters and a granddaughter despite structural barriers that threatened their progress. Using oral history interviews, archival resources and first-person accounts, this family’s story reveals a genealogy of educational achievement, barriers and agency despite racial and gendered limitations in a Southern town. The findings imply that their schooling mirrors many of the barriers that other Blacks face. However, this study shows that community investment in African American children, plus teachers that affirm students, and programs such as Upward Bound, help to advance Black students in marginalized communities. Further, these women’s lives suggest that school curriculums need to be anti-racist and public policies that affirm each person regardless of the color of their skin. A simple solution that requires the structural violence of whiteness be eliminated from the schooling spheres.
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Hill, Emorcia V., Michael Wake, René Carapinha, et al. "Rationale and Design of the Women and Inclusion in Academic Medicine Study." Ethnicity & Disease 26, no. 2 (2016): 245. http://dx.doi.org/10.18865/ed.26.2.245.
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<p><strong>Background and Objective:</strong> Women of color (WOC) (African American, Hispanic, Native American/Alaskan Native, and Asian American) faculty remain disproportionately underrepresented among medical school faculty and especially at senior ranks compared with White female faculty. The barriers or facilitators to the career advancement of WOC are poorly understood. The Women and Inclusion in Academic Medicine (WIAM) study was developed to characterize individual, institutional and sociocultural factors that influence the entry, progression and persistence, and advancement of women faculty in academic medical careers with a focus on WOC.</p><p><strong>Methods:</strong> Using a purposive sample of 13 academic medical institutions, we collected qualitative interview data from 21 WOC junior faculty and quantitative data from 3,127 (38.9% of 8,053 eligible women) respondents via an online survey. To gather institutional data, we used an online survey and conducted 23 key administrative informant interviews from the 13 institutions. Grounded theory methodology will be used to analyze qualitative data. Multivariable analysis including hierarchical linear modeling will be used to investigate outcomes, such as the inclusiveness of organizational gender climate and women faculty’s intent to stay.</p><p><strong>Conclusion:</strong> We describe the design, methods, rationale and limitations of one of the largest and most comprehensive studies of women faculty in academic medicine with a focus on WOC. This study will enhance our understanding of challenges that face women, and, especially WOC, faculty in academic medicine and will provide solutions at both the individual and institutional levels. <em>Ethn Dis</em>. 2016;26(2): 245-254; doi:10.18865/ed.26.2.245</p>
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Offiong, Asari, Quiana Lewis, and Terrinieka W. Powell. "Making success tangible: reengaging female opportunity youth in Baltimore, MD." Perspectives in Public Health 140, no. 4 (2020): 187–89. http://dx.doi.org/10.1177/1757913920921195.
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Opportunity Youth represents over four million young people who are not in school and are unemployed. In Maryland, Baltimore City has the highest rate of youth disconnection. In spite of this, there are limited culturally relevant program models specific to the experiences of urban, African American youth. None focus on the unique needs of young women who are disconnected from school and work. In partnership with two local youth organizations, a 6-week program was co-developed and implemented to address the social and emotional needs of female opportunity youth in Baltimore. The program promoted self-efficacy, fostered a supportive network of trusted adults and increased awareness of resources. Lessons learned included the importance of program flexibility, the value of youth voice in program development, and the need to reframe how success is measured. This case study highlights a novel approach to bolstering the development of female opportunity youth.
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Ahlers-Schmidt, Carolyn R., Christy Schunn, Millicent Dempsey, and Sheila Blackmon. "Evaluation of Community Baby Showers to Promote Safe Sleep." Kansas Journal of Medicine 7, no. 1 (2014): 1–5. http://dx.doi.org/10.17161/kjm.v7i1.11476.
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Background. In recent years, Kansas has ranked 40th among all states for worst infant mortality rates. For African American infant mortality, Kansas had the highest rate in the nation. Because of these statistics, initiatives have been implemented to reduce these rates by the KIDS Network, in partnership with the Black Nurses Association and the National Association of Hispanic Nurses. The purpose was to describe participants’ knowledge and intentions regarding safe sleep following a Community Baby Shower. Methods. The Community Baby Shower was targeted to African American women via black churches, physician offices, clinics, black sororities, word of mouth, radio, and print. All Baby Shower participants were asked to complete a brief survey following the shower. Results. The majority were African American (61%) with a high school diploma or less schooling (63%). Nearly all (97%) planned to place their baby supine for sleep. However, less than half (47%) planned to have the baby sleep in the parents’ room in a separate crib. Attendees exhibited high levels of safe sleep knowledge, stated intentions to utilize most safe sleep recommendations, and reported babies would have slept in unsafe environments without the portable crib. Conclusions. Our Baby Showers were attended by the target audience, who exhibited high levels of safe sleep knowledge, and stated intentions to utilize most safe sleep recommendations following the Shower. However, some participants were resistant to following at least some of the recommendations. Additional venues and other educational strategies may be needed to maximize the uptake of these recommendations.
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Morris, J. L., L. Baniak, S. M. Belcher, et al. "1056 Perceived Financial Difficulty Predicts Sleep Quality In Participants With Type 2 Diabetes And Obstructive Sleep Apnea." Sleep 43, Supplement_1 (2020): A401. http://dx.doi.org/10.1093/sleep/zsaa056.1052.
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Abstract Introduction People with multiple chronic conditions such as type 2 diabetes (T2D) and obstructive sleep apnea (OSA) are at increased risk for poor sleep quality. It is unclear if social determinants of health (SDoH) such as race, perceived financial difficulty, education, gender, and marital status are associated with sleep quality in this population. The purpose of this cross-sectional secondary analysis of data from the Diabetes Sleep Treatment Trial was to explore SDoH and disease severity as predictors of sleep quality in persons with both OSA and T2D. Methods Disease severity was measured by Apnea-Hypopnea Index [(AHI) ≥ 5] and A1C for glycemic control. SDoH included perceived financial difficulty (none/moderate-severe), race (White/African American), sex (f/m), marital status (no/yes), education (≤ or &gt; 2 years post high school), and age. Sleep quality was measured by Pittsburgh Sleep Quality Index (PSQI). Correlations and linear regression modeling investigated associations between SDoH and disease severity on sleep quality. Post-hoc correlations were explored for significant relations among SDoH. Results The sample (N = 229) was middle-aged (57.6 ± 10.0; 66 % White and 34% African American; and 54 % men vs. 46% women. Participants carried a high burden of disease (mean AHI = 20.7±18.1, mean A1C = 7.9 %±1.7%). Disease severity was not significantly associated with sleep quality (all p &gt;.05). The perception of worse financial difficulty was the only SDoH that predicted worse sleep quality (b=-1.54, p=.015). Characteristics significantly associated with worse financial difficulty were being African American, female, ≤ 2 years post high school, and younger (all p&lt;.01). Conclusion Financial difficulty may be a more important predictor of subjective measures of sleep quality than disease severity in patients with OSA and T2D. Researchers and clinicians should be aware of these characteristics as potential markers of vulnerability to poor sleep quality in this population. Support The National Institute of Diabetes and Digestive and Kidney Diseases (R01DK096028) and through the Clinical +Translational Research Institute grants UL1TR001857 and UL1TR000005.
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Regan, Pamela C., Ramani Durvasula, Lisa Howell, Oscar Ureño, and Martha Rea. "GENDER, ETHNICITY, AND THE DEVELOPMENTAL TIMING OF FIRST SEXUAL AND ROMANTIC EXPERIENCES." Social Behavior and Personality: an international journal 32, no. 7 (2004): 667–76. http://dx.doi.org/10.2224/sbp.2004.32.7.667.
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One of the most important tasks faced by adolescents and young adults is the formation of romantic relationships. Little is known, however, about the developmental timing of early relational experiences. This study investigated the age at which an ethnically diverse sample of young adults (N = 683) experienced their very first date, love, serious relationship, kiss, and act of intercourse. Most had experienced each event by the end of high school, with first dates and kisses occurring at earlier ages than falling in love or intercourse. Gender and ethnic differences were found. For example, young men began dating at earlier ages than did young women. Asian American participants were less sexually and romantically experienced, and had their very first sexual experiences at an older age, than African American, Latino/Hispanic, and Caucasian/non-Hispanic White participants. Interestingly, there were no differences in first romantic love experience. Almost all men and women within each ethnic group had fallen in love at least once, typically around age 17; this suggests that romantic love is a common human life event and that it first occurs during the developmental period spanning late adolescence and early adulthood.
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Hoerder, Dirk. "‘A Genuine Respect for the People’." Journal of Migration History 1, no. 2 (2015): 136–70. http://dx.doi.org/10.1163/23519924-00102001.
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I, first, discuss the ethical and scholarly bases of approaches ‘emancipated’ from mainstream societal discourses. Next, I reinsert into the genealogy of us migration history’s development several ‘early’ research clusters or schools from the 1880s with a focus on other people than white western and northern Europeans. Third, I argue that, in a subsequent phase, such approaches coalesced around Franz Boas and what I call the Columbia University/ Barnard School of interdisciplinary research from the 1890s to the 1950s. Both men and women were part of this group working in the spatial-intellectual context of New York City’s Ellis Island, Greenwich Village, and Harlem. In addition, a network of cooperative scholarly transnational relationships emerged esp. to Polish post-1918 scholarship. I will focus on the Columbia-Barnard scholars’ research on (a) European immigrants and exiles, (b) Mexican migration to and life-ways in the us, and (c) African American (more precisely: ‘African-us’) and African-Caribbean cultures. To emphasise agency and networks I will emphasize individual scholars’ contributions and connections. The question, why this scholarship was ignored or (deliberately?) forgotten, remains latent but any suggestion for an answer can be made.
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Smångs, Mattias. "Race, Gender, and the Rape-Lynching Nexus in the U.S. South, 1881-1930." Social Problems 67, no. 4 (2019): 616–36. http://dx.doi.org/10.1093/socpro/spz035.
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Abstract Scholarship has long recognized the centrality of white racial sexual fears in the rhetoric and practice surrounding the lynching of African Americans in the U.S. South in the decades around 1900. The topic has not previously been taken up for systematic study beyond event-level analyses. This article presents theoretical and empirical evidence that whites’ intersecting racial and gender concerns converging in racial sexual fears were conducive to lynching related to interracial sex, but not to those unrelated to interracial sex, under certain conditions. The empirical findings, based on lynchings in 11 southern states from 1881–1930, demonstrate that lynchings related to interracial sex were more likely to occur in contexts characterized by higher levels of white female dependents residing with white male householders, higher levels of white female school attendance, and higher levels of adult black male literacy. These findings suggest that interracial sex-related lynching served to recover and retain white men’s racial and gender status, which postbellum developments had undermined, by oppressing not only African American men and women but disempowering white women as well. White racial sexual fears during the lynching era should, therefore, be seen as constituting a social force in their own right with long-term consequences for race and gender relations and inequalities.
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Dunlop, Anne L., Anna K. Knight, Glen A. Satten, et al. "Stability of the vaginal, oral, and gut microbiota across pregnancy among African American women: the effect of socioeconomic status and antibiotic exposure." PeerJ 7 (November 21, 2019): e8004. http://dx.doi.org/10.7717/peerj.8004.
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Objective A growing body of research has investigated the human microbiota and pregnancy outcomes, especially preterm birth. Most studies of the prenatal microbiota have focused on the vagina, with fewer investigating other body sites during pregnancy. Although pregnancy involves profound hormonal, immunological and metabolic changes, few studies have investigated either shifts in microbiota composition across pregnancy at different body sites or variation in composition at any site that may be explained by maternal characteristics. The purpose of this study was to investigate: (1) the stability of the vaginal, oral, and gut microbiota from early (8–14 weeks) through later (24–30 weeks) pregnancy among African American women according to measures of socioeconomic status, accounting for prenatal antibiotic use; (2) whether measures of socioeconomic status are associated with changes in microbiota composition over pregnancy; and (3) whether exposure to prenatal antibiotics mediate any observed associations between measures of socioeconomic status and stability of the vaginal, oral, and gut microbiota across pregnancy. Methods We used paired vaginal, oral, or gut samples available for 16S rRNA gene sequencing from two time points in pregnancy (8–14 and 24–30 weeks) to compare within-woman changes in measures of alpha diversity (Shannon and Chao1) and beta-diversity (Bray–Curtis dissimilarity) among pregnant African American women (n = 110). Multivariable linear regression was used to examine the effect of level of education and prenatal health insurance as explanatory variables for changes in diversity, considering antibiotic exposure as a mediator, adjusting for age, obstetrical history, and weeks between sampling. Results For the oral and gut microbiota, there were no significant associations between measures of socioeconomic status or prenatal antibiotic use and change in Shannon or Chao1 diversity. For the vaginal microbiota, low level of education (high school or less) was associated with an increase in Shannon and Chao1 diversity over pregnancy, with minimal attenuation when controlling for prenatal antibiotic use. Conversely, for within-woman Bray–Curtis dissimilarity for early compared to later pregnancy, low level of education and prenatal antibiotics were associated with greater dissimilarity for the oral and gut sites, with minimal attenuation when controlling for prenatal antibiotics, and no difference in dissimilarity for the vaginal site. Conclusions Measures of maternal socioeconomic status are variably associated with changes in diversity across pregnancy for the vaginal, oral, and gut microbiota, with minimal attenuation by prenatal antibiotic exposure. Studies that evaluate stability of the microbiota across pregnancy in association with health outcomes themselves associated with socioeconomic status (such as preterm birth) should incorporate measures of socioeconomic status to avoid finding spurious relationships.
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Battle, Nishaun T. "Black Girls and the Beauty Salon: Fostering a Safe Space for Collective Self-Care." Gender & Society 35, no. 4 (2021): 557–66. http://dx.doi.org/10.1177/08912432211027258.
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Black girls regularly experience gendered, racial structural violence, not just from formal systems of law enforcement, but throughout their daily lives. School is one of the most central and potentially damaging sites for Black girls in this regard. In this paper, I draw attention to the role of the beauty salon as a space of renewal for Black women and girls as they navigate systems of oppression in their daily lives and report on the ways in which a specific beauty salon in Chesterfield County, Virginia, supported a group of Black high school girls. The study focuses on the exposure of Black girls to carceral measures in school settings and speaks to the role of African-American beauty salons as spaces where collective care from violence can manifest and strategies to interrupt racialized gendered violence against Black girls can emerge. As Co-Investigator of this study funded by the Department of Justice, I created the “scholar-artist-activist lab,” consisting of a small group of undergraduate and graduate students facilitating workshops with a mixed gender group of Black high-school students, to discuss, interact, and participate in social justice-centered exercises. I focus here on the experiences of the Black girls who participated in the study.