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Dissertations / Theses on the topic 'Africana Womanism'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Blackmon, Janiece L. "I Am Because We Are: Africana Womanism as a Vehicle of Empowerment and Influence." Thesis, Virginia Tech, 2008. http://hdl.handle.net/10919/33840.

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The purpose of this research project has been to shed light on the experiences of Black women in Afrocentric groupsâ Nation of Gods and Earths, the Black Panther Party, and Rastafariansâ that operated on the fringes of society during the 1960s through the early 2000s. This work articulates the gender dynamics between the men and women of the groups. In it, I trace the history of Black nationalism and identity in the United States in the late 19th century to the 20th century which set the framework for the formation of the Nation of Gods and Earths (NGE), the Black Panther Party(BPP), and Rastafarianism and its members to see themselves as a part of the Black nation or community and the women of these groups to see their identity tied in with the goals and desires of the group not as one set on individualistic ambitions.

The Africana womanist did not see herself as an individual but rather a vital part of the entire Black community. From a feminist perspective, it would appear as though the women of these Afrocentric fringe groups were marginalized and oppressed by the men but this perspective fails to give credence to the fact that Rasta women, Earthsâ the female members of the NGEâ and women Panthers saw race and racism as a more pressing issue than that of sexism. That is not to say that women in these groups did not question or challenge some of the sexist actions of their male counterparts. When there was a challenge it was done so in a way that reminded the men of the tenets of their respective group and their responsibility to uphold those principles; principles that required the men to consider the women as equally valuable in the cause of the group and deserving of just treatment.

While adhering to a gender order that afforded the male members a more visible position, the women of this study did not view their positions as mothers, wives, and sister members as a hindrance to their own personal joy or freedom. In fact, using an Africana womanist point of view, they would argue that it was in the best interest of the entire Rasta, NGE, or BPP and by extension, the Black community for them to own their statuses as a form of empowerment. For it was through their wombs and nurturing that the next generation would be born, through their providing a stable home that would allow their husbands to focus their attentions on the issues concerning their communities outward and through their role as supportive â sistersâ encouraging the men that the community could advance socially.
Master of Arts

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2

Keiler-Bradshaw, Ahmon J. "Voices of the Earth: A Phenomenological Study of Women in the Nation of Gods and Earths." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/aas_theses/2.

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Historically, Black women have often been excluded from the discussion on leadership. This thesis argues that the leadership roles of the women in the Nation of Gods and Earths are consis-tent with the concepts of both Africana womanism and Black women’s leadership. However, through an analysis of Earth’s oral testimonies, this research concludes that though racism is the most pervading obstacle faced by Black people, The Nation of Gods and Earths must address and reevaluate the sexism that exists within its doctrine and practice. By doing so, the group can be-gin to recognize Black women’s leadership and utilize it more effectively. The Nation should collectively transform its gender inequality, in a way that does not compromise its culture, as a means of successfully sustaining and strengthening itself and the communities of which it serves.

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Blasingame, Dionne. "The Trauma of Chattel Slavery: A Womanist Perspective Women on Georgia in Early American Times." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/english_theses/138.

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This thesis explores the psycho-socio-cultural dynamics that surrounded black womanhood in antebellumGeorgia. The goal is twofold: first, to examine how slave narratives, testimonies, and interviews depicted the plight of enslaved black women through a womanist lens and second, to discover what political and socio-cultural constructions enabled the severe slave institution that was endemic toGeorgia. Womanist theory, psychoanalytic theory, and trauma theory are addressed in this study to focus on antebellum or pre-Civil WarGeorgia.

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Diamanka, Fanta. "Broadcasting Change: Radio Talk Shows, Education and Women’s Empowerment in Senegal." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1365168542.

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Aboderin, Olutoyosi Abigail. "More Than a Hashtag: An Examination of the #BlackGirlMagic Phenomenon." Master's thesis, Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/592065.

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African American Studies
M.L.A.
Cashawn Thompson, who is credited for coining the phrase “Black girls are magic” which was later shortened to Black Girl Magic, says in an interview with the Los Angeles Times that “at its core, the purpose of this movement is to create a platform where women of color can stand together against “the stereotyping, colorism, misogynoir and racism that is often their lived experience.” Julee Wilson, Fashion Senior Editor at Essence Magazine, reflects Thompson in her article written for HuffPost saying, “Black Girl Magic is a term used to illustrate the universal awesomeness of black women. It’s about celebrating anything we deem particularly dope, inspiring, or mind-blowing about ourselves.” (Wilson, 2016) Nielsen Media Research similarly defines #BlackGirlMagic as “a cross-platform gathering of empowered Black women who uplift each other and shine a light on the impressive accomplishments of Black women throughout the world, a hashtag which uncovers and addresses the daily racism that so
Temple University--Theses

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6

Meggs, Michelle. ""Oh She Ratchet": An Examination of Tyler Perry's Madea and Christianee Porter's Miss Shirleen Characters as Agents of Black Women's Liberation." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2019. http://digitalcommons.auctr.edu/cauetds/199.

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This purpose of this dissertation is to utilize womanism and ratchetness to determine how the actions of Tyler Perry’s Madea and Christianee Porter’s Miss Shirleen characters represent Black women’s agency through their ratchet actions. This dissertation analyzed two Tyler Perry films and five Miss Shirleen videos to determine whether their actions conveyed cultural and liberative significance beyond entertainment. This research discovered that both characters engaged in resistance to disempowering narratives through actions that embraced a radical subjectivity and subsequent dismissal of respectability politics that embraced the strengths of Black womanhood in affirming, creative, and audacious ways. This dissertation also found that ratchetness and womanism as liberative agency leave room for Black women to redefine themselves and evolve based on their own indigenous knowledge and create a language that is familiar and uplifting for themselves. Moreover, Black women can be ratchet, womanist, and respectable simultaneously regardless of class status thereby rejecting a pathologized Black womanhood.

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7

Ogwude, Haadiza N. "Popular Nigerian Women's Magazines and Discourses of Femininity: A Textual Analysis of Today's Woman, Genevieve, and Exquisite." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou161643816575918.

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8

Nzute, Anastesia. "Utilisation of insecticide treated nets among women in rural Nigeria : themes, stories, and performance." Thesis, University of Wolverhampton, 2017. http://hdl.handle.net/2436/620391.

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Background: The effect of Malaria attack on maternal and child health in Nigeria is high compared with other countries in sub Saharan Africa. This problem has been a persistent issue in Nigeria and many researchers have tried to proffer solutions. Insecticide treated nets (ITN) have been identified as providing approximately 80% protection against malaria attack. However, all the measures put in place to control malaria failed to meet up with the set target of the Roll Back Malaria Initiative, which aimed at reducing malaria deaths in Nigeria by half by 2010 in line with the Millennium Development Goals (Anyaehie et al., 2009). As part of the global initiative to reduce malaria deaths before 2015 (Amoran, Senbanjo and Asagwara, 2011) the Nigerian government introduced intervention programmes to protect pregnant women, and children under-five years of age (Anyaehie et al., 2011). However, although there has been considerable and effective intervention in controlling this preventable disease in the African continent, marked inconsistency in the distribution of the ITN, scarcity and low usage in Nigeria (Amoran, Senbanjo and Asagwara, 2011) are apparent, despite emphasis on community-based strategies for malaria control (Obinna, 2011). For midwives in rural Nigeria the disproportionate vulnerability of pregnant women and young children is of great concern. This particular issue is the focus of a hermeneutic phenomenological inquiry into the experiences of pregnant women and mothers in their efforts to protect their families and themselves from malaria attack. The study contends that the ‘big (pan-African/national) story’ of malaria has found many voices, speaking from a predominantly positivist perspective. While some more interpretivist approaches to exploring experience have been employed elsewhere in Sub-Saharan Africa (Rachel and Frank 2005), there remains a need for more participatory research related to health care issues in Nigeria (Abdullahi et al 2013). Women and children make up the majority of the Nigeria population of over 160 million. An attack of malaria on them affects entire households and the economy of the nation. Therefore, the purpose of this study was to give voice to the ‘small (household) stories’ of Nigerian women (mothers and health workers), living and working in impoverished rural communities, and consider how their viewpoints, perspectives and imaginings might contribute to the fight for a malaria-free Nigeria. Methodological approach: The research draws on the philosophy of Martin Heidegger, Hans-Georg Gadamer, and Maurice Merleau-Ponty. The participants’ accounts are interpreted in terms of Africana ‘Womanism’ as defined by Hudson-Weems (1993), the socio-narratology approach elaborated by Frank (2010), and Igbo world-view. Research procedure: Individual semi-structured interviews and focus groups were conducted with Igbo women in three rural communities in Enugu State in eastern Nigeria (Nsukka, Ngwo, and Amechi). This was a three-phase process involving an initial orientation visit to engage with local gatekeepers and community health workers. A first round of interviews and discussion took place in three communities in 2014, followed by the first phase of interpretation. A second field trip took place in 2015, during which participants discussed the ongoing interpretation and elaborated further on some of the issues raised. Interpretive phases 2 and 3 followed this visit. Interpretive process: Interpretive shifts in understanding were accomplished in three ways: 1. Seeking thematic connections between participants’ accounts of living with the threat of malaria. 2. Engaging in dialogical narrative analysis to explore the work done by the stories embedded in individual accounts of living under the threat of malaria. 3. Crafting found poetry from within the collective accounts to produce an evocative text that could mediate an emotional response and understanding of the malaria experience. Key outcomes: The research was a response to calls for more participatory research into the detailed experiences of people in Africa facing up to the threat of malaria. It has provided a vehicle for the voices of a group of Nigerian women and health workers to bring attention to the continuing plight of pregnant women and their families with limited access to insecticide-treated bed nets in poor living conditions. They have told how they seek to empower themselves in their own small and particular ways. It has provided insights into their worldview(s) and what others might see from where they stand. As such it has added to their own call expressed during the research to “Keep malaria on the agenda.” The research has used the women’s own testimony to create an oral resource designed https://youtu.be/XelMXLUzTV0 to facilitate education and action among small local groups of women and their families, and for health workers in local rural communities.

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9

Taylor, Toniesha Latrice. "A Tradition Her Own: Womanist Rhetoric and the Womanist Sermon." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1231801444.

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10

Houston, D. Akil. "A DJ Speaks with Hands: Gender Education and Hiphop Culture." Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1227206771.

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11

Turner, Deidra Rochelle. "Religion and womanism in the lives of Central Texas African American Baptist women." [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1619.

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12

Russell, Tiffany Simpkins. ""Survival is not an Academic Skill": Exploring How African American Female Graduates of a Private Boarding School Craft an Identity." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/eps_diss/43.

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ABSTRACT “SURVIVAL IS NOT AN ACADEMIC SKILL”: EXPLORING HOW AFRICAN AMERICAN FEMALE GRADUATES OF A PRIVATE BOARDING SCHOOL CRAFT AN IDENTITY by Tiffany Simpkins Russell This qualitative study explores the private boarding school experiences of eight African American female graduates, the forms of identity they crafted and the survival skills they developed while navigating this unique terrain. A life history methodology grounded in the womanist tradition was used to develop a portrait of the women’s experiences using their personal narratives as well as integrating my own. Data collection methods included archival research of historical documents related to the private school, Personal History Interview of the primary researcher, Individual Life History interviews of each of the women, and a Group Conversation with the participants. Narrative analysis (Labov, 1997) and Brown and Gilligan’s Listener’s Guide (1992) were used to analyze the women’s narratives and revealed a set of four significant “creative essences.” A “creative essence” is defined as “a proactive, unique, and individual path to inner fulfillment” (Davis, 1998, p. 493). These essences elucidate the survival skills the women employed at various times in their academic careers to cope with sexism, racism, marginalization and invisibility in an injurious environment. The emergent “creative essences” are: 1) Asserting Blackness; 2) Creating Safe Spaces; 3) Finding Voice and Embracing Loudness; 4) Relying on Sistafriends. These “creative essences” are explored in detail using examples from the female respondents’ narratives, the scholarship on African American women’s strength and resilience and African American literature. Implications for educational practice and future research endeavors are discussed.

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13

Seed, Davis Lenora. "Domestic violence from an African American woman's perspective." Honors in the Major Thesis, University of Central Florida, 2001. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/301.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Health and Public Affairs
Social Work

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14

Eaton, Kalenda C. "Talkin' bout a revolution Afro-politico womanism and the ideological transformation of the black community, 1965-1980 /." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1093540674.

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Thesis (Ph. D.)--Ohio State University, 2004.
Document formatted into pages; contains 185 p. Includes bibliographical references. Abstract available online via OhioLINK's ETD Center; full text release delayed at author's request until 2007 Aug. 26.

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15

Codner, Paul Martin. "The repeating text : Signifyin(g), creolization and marronage in African diaspora womanist narratives." FIU Digital Commons, 2006. http://digitalcommons.fiu.edu/etd/2394.

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This thesis studied African-American and Caribbean fiction using models of African diasporization, creolization and womanism to discover how those theoretics affected understandings of black subjectivities. The diverse theoretics above-mentioned were examined to discover how their intersections enabled productive cross-fertilizations, notwithstanding differences. Black women's literary texts crossing diverse locations and experiences were examined. It was shown that their metadiscursivity enabled creative theorizations of creolization and African diasporization around the repeating text formulation. Their Eyes Were Watching God was analyzed as a prototypical womanist diasporic text, whose attributes were repeated and re-elaborated across various boundaries in Jane and Louisa Will Soon Come Home and No Telephone to Heaven. This study found that African diaspora womanist texts and theoretics, unbounded by location, engaged each other in conversations and contestations, affirmed kinship beyond differences and challenged various hegemonies. It concluded that the repeating text expanded parameters of black literary criticism and theory.

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16

Mokgwathi, Kutlwano. "Situating Southern African Masculinities: A Multimodal Thematic Analysis of the Construction of Rape Culture and Cultured Violence in the Digital Age of #MenAreTrash & #AmINext?" Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1620124202447593.

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17

Marr, Vanessa L. "Growing 'homeplace' in critical service-learning| An urban womanist pedagogy." Thesis, Wayne State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3616706.

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This dissertation explores the role of critical service-learning from the perspective of urban community members. Specifically, it examines the counternarratives produced by Black women community gardeners who engage in academic service-learning with postsecondary faculty. The study focuses on this particular group because of the women's deep involvement with grassroots organizing that reflects their sense of self and other community members, as well as their personal and political relationships to Detroit, Michigan. Given the city's economic disparities rooted in racial segregation, structural violence and gender oppression, Detroit is a site of critical learning within a postindustrial/postcolonial context. This intersectionalist approach to service-learning is likened to bell hooks's concept of homeplace, a site of resistance created by Black women for the purposes of conducting anti-oppression work. Integrating community member interviews and the author's autoethnographic account to dialogically co-construct meaning, the study employs the womanist epistemological tenet of multivocality through connections to place, community, and activist praxis. Presenting Black female cultural expressions and life stories illustrated in the data, the study identifies holistic community-campus partnerships as those that emphasize environmental insight, cultural representation, reflexive relationships, and collective action. The dissertation has strong implications in service-learning research and practice, advancing an ethos of responsibility that provides a space for unheard voices to speak and for relationships among community members and academics to reflect a model based on solidarity as opposed to traditional paradigms centered on charity.

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Moore, Aisha A. "Educating as a Vocation: A Phenomenological Study of Womanist Educational Leaders." Thesis, NSUWorks, 2016. https://nsuworks.nova.edu/fse_etd/77.

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The problem is that little is known about the life experiences and womanist characteristics of African-American female school leaders and how these experiences and characteristics have collectively influenced their leadership skills and practices within American schools. The phenomenological study sought to understand and describe the lived experiences of African-American female educational leaders who embody womanist characteristics and to identify how the following five factors have influenced their practices in educational leadership: (a) activism, (b) the knowledge and acceptance of multiple identities, (c) the usage of motherwit and othermothering (d) the care-ethic, and (e) the breaking of barriers. A purposive sample of African-American women who are educational leaders in urban school districts with predominately racial and ethnic minority student populations in the southwestern and southern parts of the country were used in this study. Data was analyzed to answer the following three research questions: (a) What do the characteristics of womanism mean to African-American female educational leaders?, (b) What perceived role do womanist characteristics have in the professional practices and leadership-styles of African-American female educational leaders?, and (c) What elements of womanism influence the African-American female educational leader’s efforts in helping to close the achievement gap experienced by many students of color? The study was conducted using an explanatory, qualitative style based on a phenomenological methodology. Participants completed telephone and face-to-face interviews. The four female participants (a) have held educational leadership positions, (b) are between the ages of 30 and 80, and (c) are African-American. This research can be a source of information and motivation to all women who aspire to become educational leaders, specifically African-American women who serve or desire to serve minority students in urban schools. The analysis revealed the nine themes: A mentor is a must, teacher leadership, activism, overcoming stereotypes, a strong sense of self, a vocation, breaking barriers, care, and high expectations.

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McGill, Keisha KaVon. "Experiences of African American Mothers Raising Gifted Children." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6923.

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Equality in educational access has long been an area of concern for U.S. educators, policy makers, and advocates. Congress issued a mandate in 1969 to identify the needs of gifted students and to ensure that those needs were being met. However, the needs of gifted minority students were not specifically addressed. Little is known about how African American mothers are affected by the demands of raising and advocating for their gifted child. The purpose of this hermeneutic phenomenological qualitative inquiry was to explore the lived experiences of African American mothers raising gifted children. The theory of womanism was used to explore the experiential anecdotes offered by the participants and to guide in analysis of developing themes. In addition, critical race theory was used to further examine the narratives offered by the participant mothers. Nine African American mothers whose children were identified as academically and intellectually gifted participated in interviews; analysis of data included use of the hermeneutic circle and resulted in the identification of 4 essential themes and 8 subthemes. Subthemes, that seemed particularly meaningful to participants, included othermothering, exasperation, resilience, and the Black male experience. Findings highlight the mothers' resilience when dealing with instances of microaggressions and microinsults. Additionally, findings elucidated their desire to see every child succeed through othermothering behaviors. Implications for positive social change include contributing to the body of knowledge regarding the needs and challenges affecting African American mothers raising gifted children.

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Simpson, Caroline R. Dagley John C. "An exploration of the relationships among depression, womanist and racial identity in African American collegiate women." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/Counselor_Education,_Counseling_Psychology,_and_School_Psychology/Dissertation/Simpson_Caroline_2.pdf.

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Rivers, NeCole L. "The Expectation of Emotional Strength and its Impact on African American Women's Weight." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1274.

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African American (AA) women have the highest rates of obesity and weight-related diseases of any other cultural group in the United States. The purpose of this study was to examine the relationship between acceptance of the Strong Black Woman (SBW) cultural construct and the following weight-related health factors: body mass index (BMI), high blood pressure, stroke, and diabetes mellitus (DM). The hypothesis was that a positive relationship exists between accepting the SBW persona and weight-related health factors. The theory of womanism was used to guide this study. Convenience sampling was used to recruit 127 AA women to participant in an online survey. Descriptive statistical analysis was performed on the demographics. Multiple regression analysis was conducted to evaluate the research questions. The affect and regulation subscale from the Strong Black Woman Cultural Construct Scale was used to measure mental and emotional strength. Willingness to ask for help was measured using the General Help Seeking questionnaire original version. The Emotional Eating Scale measured eating behaviors in response to anger, frustration, depression, and depressed mood. The Perceived Stress Scale measured perceived stress. The results of the analyses revealed that mental and emotional strength were significantly related to BMI and high blood pressure. There was no significant relationship found between mental and emotional strength and heart disease, stroke, and DM. This study could provide useful information for future weight management treatment for AA women. Positive social change is implied because understanding weight gain in this population may help to decrease the incidences of obesity and associated weight-related illnesses.

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22

Arunga, Marcia Tate. "Back to Africa in the 21st Century: The Cultural Reconnection Experiences of African American Women." Antioch University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=antioch149315357668899.

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23

van, Drunen Vanessa. "Lack of Evaluation as Evaluation: Analysis of an African American Woman’s Narrative." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc84295/.

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This thesis examines an African American woman’s narrative about the day that her daughter was shot. Like many personal narratives of “frightening experiences,” the speaker in this narrative highlights the peak of her story, making sure her point is salient. In earlier analyses, it has been shown that evaluation tends to cluster around the peak of the narrative. In “The day my daughter got shot” we see that this event-filled narrative is not evaluated as predicted as there is no increased usage of evaluative devices at one single point in the narrative. Instead, it is a change in patterning of a number of linguistic and paralinguistic devices that conspire to bring special attention to the peak of the narrative. By examining multiple devices at once, it is seen that they create a cumulative effect that makes the story interesting and exciting, resulting in a successful narrative.

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Johnson, Pearlie Mae Wahlman Maude. "African American quilts an examination of feminism, identity, and empowerment in the fabric arts of Kansas City quilters /." Diss., UMK access, 2008.

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Thesis (Ph. D.)--Dept. of Art and Art History and Dept. of Sociology. University of Missouri--Kansas City, 2008.
"A dissertation in art history and sociology." Advisor: Maude Southwell Wahlman. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Feb. 6, 2009. Includes bibliographical references (leaves 202-247). Online version of the print edition.

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

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

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Gaines, Rondee. "I am a Revolutionary Black Female Nationalist: A Womanist Analysis of Fulani Sunni Ali's Role as a New African Citizen and Minister of In-formation in the Provisional Government of the Republic of New Africa." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/communication_diss/44.

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Historically, black women have always played key roles in the struggle for liberation. A critical determinant of black women’s activism was the influence of both race and gender, as these factors were immutably married to their subjectivities. African American women faced the socio-cultural and structural challenge of sexism prevalent in the United States and also in the black community. My study examines the life of Fulani Sunni Ali, her role in black liberation, her role as the Minister of Information for the Provisional Government for the Republic of New Africa, and her communication strategies. In doing so, I evaluate a black female revolutionary nationalist’s discursive negotiation of her identity during the Black Power and Black Nationalist Movement. I also use womanist criticism to analyze interviews with Sunni Ali and archival data in her possession to reveal the complexity and diversity of black women’s roles and activities in a history of black resistance struggle and to locate black female presence and agency in Black Power. The following study more generally analyzes black female revolutionary nationalists’ roles, activities, and discursive identity negotiation during the Black Power Movement. By examining Sunni Ali’s life and the way she struggled against racism and patriarchy to advocate for Black Power and Black Nationalism, I demonstrate how her activism was a continuation of a tradition of black women’s resistance, and I extrapolate her forms of black women’s activism extant in the movement.

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Browdy, Ronisha Witlee. "Rhetorical Spirits: Spirituality as Rhetorical Device in New Age Womanist of Color Texts." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4642.

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Throughout history African–American women have struggled against oppressions that have stereotyped their identities, scrutinized their character, and ultimately labeled their bodies inferior and inhuman. Despite the debilitating ideologies and barriers African–American women have been forced to operate within, they have fought against these racist, sexist, classist, homophobic environments, crafting their own “new” ethos through writing, as well as entertainment and popular culture. Although Black women remain plagued by history, the New Age of the 1980s as discussed by Akasha Gloria Hull in Soul Talk: The New Spirituality of African–American Women seemed to spark a new spirituality amongst African–American women. During this time, they acquired new spiritual practices and beliefs (meditation, chanting, Tarot readings, and following of Eastern religions and medicine), and deeper spiritual connections with their pasts (including their ancestors). These new forms of enlightenment quickly became a major part of many Black women’s public and private identities. Hull notices that these new “spiritually-inspired”practices simultaneously became integrated into African–American women writer's, such as Alice Walker, Toni Cade Bambara, Toni Morrison, Audre Lorde, bell hooks, Susan L. Taylor and more, literature produced in the late 1970s and 1980s, resulting in a surge of three-dimensional writing that Hull says is political, creative, and spiritual. Drawing from Hull’s findings, I respond to a need within African–American rhetoric(s) for more research on the use of nommo (the word) and magara (the spirit) as rhetorical figures within African–American discourse. Although nommo is commonly recognized as an essential part of African–American discourse, magara (the spiritual force within the word) has been less discussed as a rhetorical device. I believe that this has to do with the controversial nature of spirituality within our culture, especially within the academy and social politics. To recognize the importance of `the spirit' within Black women's practices, I turn to a particular way of understanding—womanist thought—which embraces the spiritualization of the everyday, as well as African philosophy, which recognizes the inherent spiritual power of language, as background sources to my claim that African–American women use spirituality as a rhetorical device within their writing. Then, using a variation of Kenneth Burke’s cluster-agon method developed by Carol A. Berthold, I analyze three 1980s womanist texts: This Bridge Called My Back: Radical Women of Color, Sister Outsider, and The Color Purple. Through this analysis, I locate a womanist of color rhetoric during the late 1970s and 1980s New Age movement.

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Mavumengwana, Ziyanda. "A rural xhosa woman's experience of marital satisfaction." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/11509.

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Satisfaction (fulfillment of one’s wishes, expectations and needs or the pleasure derived from this) has been shown by studies to be manifested through various things, including marriage. It has been found that marriage and the satisfaction experienced are positively correlated to higher levels of happiness. Marital satisfaction (also referred to as marital quality and marital happiness) is defined as one's subjective evaluation of favourability towards one’s spouse and the marital relationship and the mental state of perceived gains and losses of the marriage. Research shows that the factors that affect marital satisfaction vary across cultures as well as geographic space within cultures, as well as gender. The present case study explored marital satisfaction as experienced by a Xhosa woman who resides in a rural setting in the Eastern Cape of South Africa. This qualitative exploratory-descriptive study utilised an in-depth case study method and the subject was selected by purposive sampling. Thibaut and Kelley’s (1959) Interdependence Theory, in conjunction the life-cycle stages of marriage as proposed by Markey (2005), were used as a framework to understand dynamics that occur in the course of a marital relationship as well as the variations in satisfaction in the different stages of marriage. Data was obtained through semi-structured interviews and a content analysis approach proposed by Miles and Huberman (1994) was followed as a framework for data analysis. The findings of the present study are presented according to two broad groupings: 1) marital satisfaction arises from one’s state of mind, and 2) the participant provided lessons on dealing with issues that arise in marriage. These in turn permitted the identification of sub-themes connected to each main theme allowing recommendations for future research to be deduced.

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Caudell, Jennifer E. "A WHITE WOMAN’S VIEW INTO AFRICAN AMERICAN FEMALE OPPRESSION: DIRECTING DysFuNkTiOnAl? BY TERESA MCKINLEY." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/theses/2647.

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AN ABSTRACT OF THE THESIS OFJennifer Caudell, for the Master of Fine Arts degree in Theatre, presented on April 10, 2020, at Southern Illinois University Carbondale.TITLE: A WHITE WOMAN’S VIEW INTO AFRICAN AMERICAN FEMALE OPPRESSION: DIRECTING DysFuNkTiOnAl? BY TERESA MCKINLEYMAJOR PROFESSOR: Olusegun Ojewuyi “A White Woman’s View into African Amerian Female Oppression: Directing DysFuNkTiOnAl? by Teresa Mckinley” delineates the process by which the script was proposed, produced and performed as part of the Southern Illinois University Carbondale’s Big Muddy Play Festival for the Spring semester of 2020. It was presented in the Christian H. Moe Theatre in the Communications Building on the Southern Illinois University Carbondale campus on March 26 and 28, 2020. Chapter one details the research and analysis work completed by the director, Jennifer Caudell, before the pre-production phase of the project. Chapter two describes and analyzes the pre-production process from deciding to direct DysFuNkTiOnAl? to the beginning of the rehearsal process. In chapter three, the discussion will segue into the rehearsal and production process; this chapter will discuss challenges faced, problems solved, tactics and agendas used to create a fully realized and unified production. The final chapter, chapter four, will lay out the post-production process, including the performances of the show and the director’s evaluation of the final project and process.

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Ford, Theresa. "The influence of womanist identity on the development of eating disorders and depression in African American female college students." W&M ScholarWorks, 2000. https://scholarworks.wm.edu/etd/1550154065.

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Benin, Jamal. "PAN-AFRICAN STUDIES COMMUNITY EDUCATION PROGRAM: THE INSTITUTIONALIZATION OF A COMMUNITY EDUCATION PROGRAM." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216537.

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Urban Education
Ph.D.
ABSTRACT This is a case study of how a community education program became institutionalized at Temple University. The Pan-African Studies Community Education Program (PASCEP) has been located at Temple since 1979. The research illuminates the events that led to PASCEP coming onto Temple University's campus. The main research question was: "Why and how did Pan-African Studies Community Education Program develop from a Community Education Program in North Central Philadelphia to a Temple University campus-based program, and what were the important factors contributing to its development and institutionalization within Temple University?" The research used a qualitative case study method. Data were collected from archival repositories at Temple University and the City of Philadelphia as well as from original documents provided by the Community Education Program and participants in the study. Documents included newspaper articles, letters, reports, and organizational histories as well as transcripts from thirty semi-structured participant interviews. Semi-structured interviews were held with 30 participants who were involved or familiar with the movement and the university between 1975 and 1979. The research indicates that the Community Education Program acted as a local movement center connected with the Civil rights movement. I employed Social Movement theories and Aldon Morris's Indigenous perspective to examine the trajectory of the Community Education Program from the neighborhood to the University. Much of the organizing, mobilizing, and planning done by the members in the Community Education Program/local movement center was managed by Black women. Therefore, the research employed Belinda Robnett's perspective on Bridge Leaders and Toni King and Alease Ferguson's standpoint on Black Womanist Professional Leadership Development to illuminate the leadership styles of the Black women in the local movement center, and their relationships with Temple University faculty and administrators, as well. Results from the inquiry demonstrate that community activism constituted social movement collective action behavior as the Community Education Program and its supporters became an effective local movement center. The study indicates that leadership, political opportunity, resource mobilization, and participation during the tenure in the Program in the community as well as after the introduction of the Community Education Program to the University were indispensable factors in the institutionalization of the Community Education Program.
Temple University--Theses

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32

Chevers, Ivy E. "A Study Of Rastafarian Culture In Columbus,Ohio: Notes From An African American Woman's Journey." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1221592719.

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Harden, Renata. "Identities in Motion: An Autoethnography of an African American Woman's Journey to Burkina Faso, Benin, and Ghana." Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1182028035.

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Ojediran, Oludolapo. "Speaking in an alien voice : a womanist comparison of the use of language by Scottish and West African female playwrights." Thesis, Queen Margaret University, 2012. https://eresearch.qmu.ac.uk/handle/20.500.12289/7334.

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This study explores specific thematic pre-occupations in the works of selected eight women writers from two different geographical and cultural milieus (West Africa and Scotland) with a specific focus on similarities in which these writers use language as a means of exploring women’s positions within their respective societies. The second layer of the study’s enquiry lives within the realm of exploration of womanist discourse, as originally developed by Alice Walker, and a possibility of applying this discourse beyond African American and African shores, as a transracial and transcultural model for creating new readings of dramatic discourse by women writers who come from different generational, racial, cultural and geographical environments. In total, sixteen plays ranging from 1970 to 2008 have been examined by means of close reading and comparative analysis, and against the backdrop of Alice Walker’s womanist theory. The study’s focus has been on the ways in which language is employed in these plays to develop womanish characters, to use Walker’s term, capable of overcoming limitations of their position in societies that confine and silence them within domestic realms. This study shows that while womanist theory per se may be seen as confined to African American discourse, some of its elements such as audaciousness, community, spirituality and capability may find successful application in such two different cultural models as West Africa and Scottish shores.

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Summers, Douglas E. "Singleness among African American women with children developing an assessment to determine needs for ministry /." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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Evans, Josephine B. A. "A woman's place is in the struggle? : South African women writers and the politics of gender." Thesis, University of York, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.261085.

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Taylor-Lindheim, Tabitha. "A Mixed-Methods Study Exploring the African American Woman's Experiences of the Strong Black Woman Stereotype." Thesis, The Chicago School of Professional Psychology, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10125629.

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The strong black woman (SBW) phenomenon was explored in college-educated African American women in the Los Angeles region. Quantitative measures indicated that these women averaged high levels of stress, depression, and perceived racism. Qualitative data derived from short open-ended questions yielded eight themes describing both the positive aspects of being a SBW (being a role model for family and community, and feeling empowered), as well as its negative aspects (prejudice, internalized bias, stress, masking, self-neglect, and relational strain). Correlational and regression analyses explored the relationships among the quantitative and qualitative variables. Clinical and research implications and recommendations were discussed.

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Heath, Corliss D. "Not on My Street: Exploration of Culture, Meaning and Perceptions of HIV Risk among Middle Class African American Women." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5625.

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Black women remain at a higher risk for HIV infection than women of any other ethnic group. Of all new infections reported among U.S. women in 2010, 64% occurred in African Americans compared to 18% Whites and 15% Hispanic/Latina women (CDC 2013a; CDC 2014b). While the literature on HIV risk among African American women is extensive, it mostly focuses on low income, low education subgroups of women or those involved in high risk behaviors such as drug use. Very little has been done to understand the risk for HIV among college educated, middle class women who do not fit into traditional "risk categories." Based on extensive fieldwork in Atlanta, GA, this study illustrates how middle class African American women's attitudes, beliefs, perceptions, and behaviors related to HIV risk are influenced by their social and cultural norms. This research employed a womanist framework to examine the intersection of race, gender, and class and the way these factors interact to shape HIV risk in middle class African American women. Whereas some middle class African American women perceive their HIV risk as low based on social class, structural factors associated with experiences of being an African American woman in Atlanta, GA (e.g., gender imbalance, geographic location, sexual networks) weaken the protective influence of class and put them at risk for HIV. Thus, findings from this study will help inform prevention strategies to focus on African American women who fall outside of "traditional risk groups."

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39

van, Uitert Catherine Gardner Guyon. "Paradox and Paradise: Conflicting Perspectives on Race, Gender, and Nature in Aminata Sow Fall's Douceurs du bercail." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2352.

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In my thesis, I examine Aminata Sow Fall's sixth novel Douceurs du bercail "The Sweetness of Home" through three lenses: race, gender, and nature. I analyze the way Sow Fall approaches each of these three areas in terms of paradox to emphasize her understanding of the complexity of these issues and her reluctance to outline them rigidly. Instead of putting forth hard opinions about how race, gender, or nature should be understood, Sow Fall exhibits a propensity to allow each area to remain complicated. I study why she allows racial, gendered, and environmental paradoxes to circulate around one another in her text rather than attempting to resolve them, concluding that she uses this strategy both as an organizing principle and as an invitation to her readers to question the extant theories surrounding these three issues. Sow Fall's use of language in all three areas signals an underlying fascination with the paradoxes inherent in each. In the chapter on race, I discuss the contrasting narrative styles Sow Fall uses to describe European airport officials versus the protagonist Asta's best friend, a French woman named Anne. Sow Fall's language is significant here because she contrasts two white Europeans, one characterized as systematic and cold, the other warm and open, respectively. I also discuss the way Sow Fall uses an informal and lethargic narrative voice to characterize a black secretary living in Senegal, further highlighting the disconnect between the two racial groups. In the chapter on feminism, I discuss a shift in Asta's language as she becomes more assertive. I also analyze the various aspects of femininity in Douceurs du bercail which have led some scholars to carry out feminist readings of the text, such as Asta's decision to leave her domineering and abusive husband, but recognize the more traditional aspects of the novel, such as Asta's marriage to Babou at Naatangué, as problematic to a purely feminist reading of the text. In the chapter on nature, I study Sow Fall's problematic use of Westernized language to describe the development of the untouched land of Naatangué into a lucrative farm. Throughout the chapters, I interpret Naatangué as the ultimate paradoxical space which is at once wrought with complicated language and conflicting ideals yet acts as a quasi-paradise where Asta and her friends balance the conflicting forces of tradition and modernity. Naatangué also acts as an organizing principle where all three areas of my study intersect.

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Ghaemmaghami, Amy Carol. "Milk Enough for All: The African-American Woman's Quest for Identity and Authority in Toni Morrison's "Beloved"." W&M ScholarWorks, 1990. https://scholarworks.wm.edu/etd/1539625561.

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Ross, Helen M. "A woman's world at a time of war : an analysis of selected women's diaries during the Anglo-Boer War 1899-1902." Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/1182.

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Howell, Maxine Eudalee. "Towards a womanist pneumatological pedagogy : an investigation into the development and articulation of a theological pedagogy by, and for, marginalised African-Caribbean women." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5303/.

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This study offers a critical insight into the practice of theology and pedagogy with marginalised members of society with regards to what liberative praxis may mean as part of everyday living. Its characteristic feature is that it adopts a womanist approach to the process of constructing a new theological pedagogy in collaboration with British African-Caribbean women. In a manner suitable for the British context it centres the educational experiences and connected knowing of marginalised British Christian African-Caribbean women, as a resource for addressing complex issues in society. Accordingly, the experiences and wisdom of these Black women passionate about justice, freedom, spiritual development and relationships provide the raw material for this articulation of a liberative Spirit-led pedagogy. A process described as ‘womanistization’. The result is a broad and inclusive approach to research and biblical hermeneutics. The researcher and researched engage in dialogue as open and honest ‘candid participants’ employing their experiential imagination and wisdom to re-read scripture and translate their renewed faith into liberative action.

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43

Seay, Nancy Parker. "Elderly African American Clergywomen as Community and Educational Resources." Connect to full text in OhioLINK ETD Center, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1262958506.

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Thesis (M.Ed.)--University of Toledo, 2009.
Typescript. "Submitted as partial fulfillment of the requirements for The Master of Education in Educational Theory and Social Foundations." "A thesis entitled"--at head of title. Bibliography: leaves 97-104.

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44

Harwell, Raena Jamila. "This Woman's Work: The Sociopolitical Activism of Bebe Moore Campbell." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/138885.

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African American Studies
Ph.D.
In November 2006, award-winning novelist, Bebe Moore Campbell died at the age of 56 after a short battle with brain cancer. Although the author was widely-known and acclaimed for her first novel, Your Blues Ain't Like Mine (1992) there had been no serious study of her life, nor her literary and activist work. This dissertation examines Campbell's activism in two periods: as a student at the University of Pittsburgh during the 1960s Black Student Movement, and later as a mental health advocate near the end of her life in 2006. It also analyzes Campbell's first and final novels, Your Blues Ain't Like Mine and 72 Hour Hold (2005) and the direct relationship between her novels and her activist work. Oral history interview, primary source document analysis, and textual analysis of the two novels, were employed to examine and reconstruct Campbell's activist activities, approaches, intentions and impact in both her work as a student activist at the University of Pittsburgh and her work as a mental health advocate and spokesperson for the National Alliance for Mental Illness. A key idea considered is the impact of her early activism and consciousness on her later activism, writing, and advocacy. I describe the subject's activism within the Black Action Society from 1967-1971 and her negotiation of the black nationalist ideologies espoused during the 1960s. Campbell's first novel Your Blues Ain't Like Mine and is correlated to her emerging political consciousness (specific to race and gender) and the concern for racial violence during the Black Liberation period. The examination of recurrent themes in Your Blues reveals a direct relationship to Campbell's activism at the University of Pittsburgh. I also document Campbell's later involvement in the National Alliance on Mental Illness (NAMI), her role as a national spokesperson, and the local activism that sparked the birth of the NAMI Urban-Los Angeles chapter, serving black and Latino communities (1999-2006). Campbell's final novel, 72 Hour Hold, is examined closely for its socio-political commentary and emphasis on mental health disparities, coping with mental illness, and advocacy in black communities. Campbell utilized recurring signature themes within each novel to theorize and connect popular audiences with African American historical memory and current sociopolitical issues. Drawing from social movement theories, I contend that Campbell's activism, writing, and intellectual development reflect the process of frame alignment. That is, through writing and other activist practices she effectively amplifies, extends, and transforms sociopolitical concerns specific to African American communities, effectively engaging a broad range of readers and constituents. By elucidating Campbell's formal and informal leadership roles within two social movement organizations and her deliberate use of writing as an activist tool, I conclude that in both activist periods Campbell's effective use of resources, personal charisma, and mobilizing strategies aided in grassroots/local and institutional change. This biographical and critical study of the sociopolitical activism of Bebe Moore Campbell establishes the necessity for scholarly examination of African American women writers marketed to popular audiences and expands the study of African American women's contemporary activism, health activism, and black student activism.
Temple University--Theses

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Hutelmyer, Laura L. "Gertrude Bustill Mossell and "Our Woman's Department" advocating change through a weekly advice column, 1885-1887 /." Click here for download, 2007. http://proquest.umi.com/pqdweb?did=1273139921&sid=3&Fmt=2&clientId=3260&RQT=309&VName=PQD.

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White, Monica T. "Speaking in our own tongues language and conversations between african based creative theory and western based traditional theory towards a theory of womanist dramatic discourse /." [Gainesville, Fla.] : University of Florida, 2003. http://purl.fcla.edu/fcla/etd/UFE0001182.

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Devoe, Yolandé Aileen Ifalami PhD. "In Pictures and Words: A Womanist Answer to Addressing the Lived Experience of African American Women and Their Bodies—A Gumbo of Liberation and Healing." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1603278646105912.

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Womack, Monica S. "African-American Students' Perceptions of Their Student-Teacher Relationship with White College Instructors and Academic Achievement While Enrolled in Early College High School." University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1429633581.

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49

Crous, Marisa Ellen. "A woman’s sell-by date : the experience of ageing amongst a group of women in Stellenbosch." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6573.

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Newton, Kathryn. "African American Women's Perceptions of and Experiences with Mandated Substance Abuse Treatment: Implications for Counselors." unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-04242008-014909/.

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Thesis (Ph. D.)--Georgia State University, 2008.
Title from file title page. Brian J. Dew, committee chair; Kris Varjas, Barbara Gormley, Catherine Cadenhead, Leslie Jackson, committee members. Electronic text (169 p.) : digital, PDF file. Description based on contents viewed July 7, 2008. Includes bibliographical references.

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