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Journal articles on the topic 'American drama African American authors'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 March 2023

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1

Elam, Harry. "A History of African American Theatre. By Errol G. Hill and James V. Hatch. Cambridge Studies in American Theatre and Drama. Cambridge: Cambridge University Press, 2003; pp. 608. $130 cloth." Theatre Survey 46, no. 1 (May 2005): 127–29. http://dx.doi.org/10.1017/s0040557405220094.

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Over the more than twenty years since the publication of two profoundly influential collections—Errol Hill's two-volume anthology of critical essays The Theatre of Black Americans (1980) and James V. Hatch's first edition of the play anthology Black Theatre USA (1974)—there has been considerable activity in African American theatre scholarship. Yet even as scholars have produced new collections of historical and critical essays that cover a wide range of African American theatre history, book-length studies that document particular moments in the historical continuum such as the Harlem Renaissance, and Samuel Hay's broader study African American Theatre: An Historical and Critical Analysis (1994), no one until now has written a comprehensive study of African American theatre history. Into this void have stepped two of the aforementioned distinguished scholars of African American theatre, Errol G. Hill and James V. Hatch. To be certain, writing a comprehensive history of African American theatre poses a daunting challenge for anyone hearty enough to undertake it. Where to begin? What to include and exclude? With their study, A History of African American Theatre, Hill and Hatch show themselves indeed worthy of the challenge. They explore the evolution of African American theatre across time and space, documenting the particular efforts of artists, writers, scholars, and practitioners, from inside as well as outside the United States, that have had an impact on our understanding of African American theatre. The authors make clear that the definition of African American theatre from the beginning has been in constant flux and that it has been affected by the changing social times in American as much as it has influenced those times.

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2

Čirić-Fazlija, Ifeta. "Staging Race and Gender in the Era of Contemporary Crises: Dramas of African American Women Playwrights." American, British and Canadian Studies 39, no. 1 (December 1, 2022): 54–78. http://dx.doi.org/10.2478/abcsj-2022-0017.

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Abstract Starting from the premise that contemporary crisis is a pervasive continuation of the modern “series of interrelated crises” (Fernández-Caparrós and Brígido-Corachán vii), this article examines the manner in which the US theater has responded to the outbreak of the COVID-19 pandemic. Simultaneously considering crises as “agents of change and transformation” (xvii) and bearing in mind the #MeToo, and Black Lives Matter movements, the article questions the likelihood of contemporary American theater overcoming its own crisis of representation. Relating modern and current crises, the essay first outlines twentieth century dramatic literature and theatersi against the backdrop of the World Wars, the 1918 health crisis, economic depression, and post-war (racialized) society, focusing on plays by American women of color. The study then centers on dramatic and theatrical developments brought about by the annus horribilis of 2020, surveying new genres, authors and performances, and discerning no significant improvement in systemic discrimination on Broadway stages. The essay also offers complementary reading of Trouble in Mind (1955), a meta-drama mirroring systemic racial and gender discrimination in American theaters, and By the Way, Meet Vera Stark (2011) which unravels similar issues, albeit in the film industry.

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3

Houchins, Sue E. "Novices in the Archives: Restoring, Preserving and Digitising an African Archive." African Research & Documentation 134 (2018): 22–29. http://dx.doi.org/10.1017/s0305862x00023001.

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In 2013, I traveled to the Khama III Memorial Museum in Serowe, Botswana, to deliver a paper at a conference honoring the fortieth anniversary of the publication of southern African author Bessie Head's celebrated novel A Question of Power. This was my first visit to the museum that houses the author's archives which contain most of her correspondence with literary agents, publishers, historians, anthropologists, literary critics, and other writers - including Alice Walker, Nikki Giovanni, Toni Morrison, and Gabriel Garcia Marquez. They also include some of her original manuscripts, agricultural notes, and publishing contracts.All the scholars who presented papers on this occasion, except for one, were Africanists who focused on the literatures of the Continent. The outlier who specialised in African American drama delivered a comparative study between Head's short fiction and works by Black Atlantic writers.

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4

Anita González. "Diversifying African American Drama." Theatre Topics 19, no. 1 (2009): 59–66. http://dx.doi.org/10.1353/tt.0.0052.

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5

Frisina, Kyle C. "Contemporary African-American Drama at Visuality’s Limits." Modern Drama 63, no. 2 (May 2020): 197–220. http://dx.doi.org/10.3138/md.63.2.1080.

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6

Wood, Jacqueline. "Enacting Texts: African American Drama, Politics, and Presentation in the African American Literature Classroom." College Literature 32, no. 1 (2005): 103–26. http://dx.doi.org/10.1353/lit.2005.0016.

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7

Nesmith, N. Graham, and Christine Rauchfuss Gray. "Willis Richardson, Forgotten Pioneer of African-American Drama." African American Review 35, no. 2 (2001): 331. http://dx.doi.org/10.2307/2903272.

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8

Thompson, Lisa B. "A Beautiful Pageant: African American Theatre, Drama, and Performance in the Harlem Renaissance, 1910–1927. By David Krasner. New York: Palgrave Macmillan, 2002; pp. 370. $35 cloth; Stories of Freedom in Black New York. By Shane White. Cambridge, MA: Harvard University Press, 2002; pp. 260. $27.95 cloth." Theatre Survey 45, no. 1 (May 2004): 123–25. http://dx.doi.org/10.1017/s004055740424008x.

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In “Writing the Absent Potential: Drama, Performance, and the Canon of African-American Literature,” Sandra Richards argues that scholars largely ignore the African-American contribution to theatre and performance. She suspects that most critics regard “drama as a disreputable member of the family of literature” (65). Even African Americanists neglect dramatic literature; indeed, the Norton Anthology of African American Literature includes only a scant number of plays. Both David Krasner and Shane White effectively redress this oversight and shift the focus from African-American literature to blacks on stage in their recent monographs about early nineteenth-century and early twentieth-century drama.

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9

Elam, Jr., Harry. "August Wilson, Doubling, Madness, and Modern African-American Drama." Modern Drama 43, no. 4 (December 2000): 611–32. http://dx.doi.org/10.3138/md.43.4.611.

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10

WILLIAMS, JAMES HERBERT, WENDY F. AUSLANDER, CHERYL A. HOUSTON, HOPE KREBILL, and DEBRA HAIRE-JOSHU. "African American Family Structure." Journal of Family Issues 21, no. 7 (October 2000): 838–57. http://dx.doi.org/10.1177/019251300021007002.

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This study addresses the following research questions: (a) What are the various types of family structures that exist in urban African American households? and (b) to what extent do differences in family structure influence social, psychological, and economic well-being as reported by urban African American women? The authors present findings from 301 African American women who participated in a community-based nutrition prevention program in a large Midwestern urban center. This study's results indicate that family structure has more influence on African American women's economic well-being than do social and psycho-logical factors. Implications of these findings for intervention are presented.

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11

Morales, Donald M. "The Pervasive Force of Music in African, Caribbean, and African American Drama." Research in African Literatures 34, no. 2 (June 2003): 145–54. http://dx.doi.org/10.2979/ral.2003.34.2.145.

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12

Morales, Donald M. "The Pervasive Force of Music in African, Caribbean, and African American Drama." Research in African Literatures 34, no. 2 (2003): 145–54. http://dx.doi.org/10.1353/ral.2003.0039.

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13

Fernandes, Lilly. "A Survey of Contemporary African American Poetry, Drama, & Fiction." International Journal of Applied Linguistics & English Literature 2, no. 3 (May 1, 2013): 134–37. http://dx.doi.org/10.7575/aiac.ijalel.v.2n.3p.134.

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14

Stephens, Judith L. "Anti-Lynch Plays by African American Women: Race, Gender, and Social Protest in American Drama." African American Review 26, no. 2 (1992): 329. http://dx.doi.org/10.2307/3041860.

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15

Fraden, Rena. ":A History of African American Theatre.(Cambridge Studies in American Theatre and Drama, number 18.)." American Historical Review 110, no. 3 (June 2005): 800–801. http://dx.doi.org/10.1086/ahr.110.3.800.

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16

Tennessee Williams Scholars Conference Panel, Palmer, Kolin, Crandell, and Young. "A Black einfand Other Plays: African American Productions of Williams's Drama." Tennessee Williams Annual Review, no. 13 (2012): 79. http://dx.doi.org/10.2307/45344164.

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17

Gifford, James, Margaret Konkol, James M. Clawson, Mary Foltz, Sophie Maruéjouls-Koch, Orion Ussner Kidder, and Lindsay Parker. "XVI American Literature: The Twentieth Century." Year's Work in English Studies 98, no. 1 (2019): 1047–128. http://dx.doi.org/10.1093/ywes/maz017.

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Abstract This chapter has eight sections: 1. Poetry; 2. Fiction 1900–1945; 3. Fiction since 1945; 4. Drama; 5. Comics; 6. African American Writing; 7. Native Writing; 8. Latino/a, Asian American, and General Ethnic Writing. Section 1 is by James Gifford and Margaret Konkol; section 2 is by James M. Clawson; section 3 is by Mary Foltz; section 4 is by Sophie Maruéjouls-Koch; section 5 is by Orion Ussner Kidder; section 6 will resume next year; section 7 is by James Gifford and Lindsay Parker; section 8 will resume next year.

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18

Akbar, Nadia Ali. "Racial Discrimination and Dilemma of Colorism in Afro-American Drama." International Journal of Literature Studies 2, no. 2 (September 5, 2022): 29–37. http://dx.doi.org/10.32996/ijts.2022.2.2.4.

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African, black, coloured, Negro, and, more recently, Afro-American, or African-American, was the most often used and accepted terminology. These phrases were included in legislation limiting people's freedoms and human rights. So, racial discrimination is one of the most discussed topics nowadays and throughout history. It means the denial of opportunity for a specific group of people. It is usually based on a number of factors, such as race, the color of skin, social class, and religion. The present research aims at showing racial discrimination and the dilemma of color in two Afro-American female and male playwrights. They are Zola Neale Hurston (1891-1960) and Langgston Hughes (1920-1967). In her play Color Struck (1926), Hurston sheds light on the problem of colorism and its effect on women. It deals with the dilemma of Emma, a young black lady whose deep color-consciousness leads to an inferiority complex under miners in her own life and future. Hughes also addresses the realistic source of conflict in Mulatto (1935), which is the color line that individuals must transcend in order to embrace each other as human beings. The study concludes with a conclusion that summarizes the findings.

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19

Marinšek, Darja. "Female genital mutilation in African and African American women's literature." Acta Neophilologica 40, no. 1-2 (December 15, 2007): 129–46. http://dx.doi.org/10.4312/an.40.1-2.129-146.

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The article builds on the existing dispute between African and African American women writers on the competence of writing about female genital mutilation (FGM), and tries to determine the existence and nature of the differences between the writings of these two groups. The author uses comparative analysis of two popular African and African American novels, comparing their ways of describing FGM, its causes and consequences, the level ob objectivity and the style of the narrations.This is followed by a discussion on the reasons for such differences, incorporating a larger circle of both African and African American women authors, at the same time analysing the deviance within the two groups. While the differences between African American writers are not that great, as they mostly fail to present the issue from different points of view, which is often the result of their lack of direct knowledge of the topic, African authors' writing is in itself discovered to be ambivalent and not at all invariable. The reasons for such ambivalence are then discussed in greater context, focusing on the effect of the authors' personal contact with circumcision as well as their knowledge and acceptance of Western values. The author concludes by establishing the African ambivalent attitude towards FGM, which includes different aspects of the issue, as the most significant difference between their and African American writers' description of this practice.

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20

Grabes, Herbert, and Klaus Schwank. "66. Das neuere amerikanische Drama: Autoren – Entwicklungen – Interpretationen [More recent American drama: authors – developments – interpretations]." English and American Studies in German 2009, no. 2010 (October 15, 2010): 121–22. http://dx.doi.org/10.1515/9783484431225.121.

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21

Okur, Nilgun Anadolu. "Afrocentricity as a Generative Idea in the Study of African American Drama." Journal of Black Studies 24, no. 1 (September 1993): 88–108. http://dx.doi.org/10.1177/002193479302400106.

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22

McKelly, James C. "Hymns of Sedition: Portraits of the Artist in Contemporary African-American Drama." Arizona Quarterly: A Journal of American Literature, Culture, and Theory 48, no. 1 (1992): 87–107. http://dx.doi.org/10.1353/arq.1992.0003.

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23

Knight, Michelle G., Rachel Roegman, and Lisa Edstrom. "My American Dream." Education and Urban Society 48, no. 9 (July 27, 2016): 827–51. http://dx.doi.org/10.1177/0013124515589596.

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This article presents findings of a qualitative, interpretive case study of the experiences of 1.5- and 2nd-generation West African immigrants who self-identify as pursuing the American Dream, defined by them as academic attainment and career success. Employing structuration theory, the authors examine the interplay between structures and agency in participants’ educational and professional decision making. Participants’ perspectives on the American Dream are filled with references to dominant narratives of hard work, economic success, and the power of formal education. At the same time, findings illuminate a conceptual shift in understanding the nature of hard work and personal freedom experienced in pursuit of the American Dream as participants recognized that as African immigrants, they had to work harder to achieve the Dream while highlighting the role and influence of family expectations and schooling structures. Their expanded notions of the Dream include understandings of individual agency, social supports and constraints, and cultural forces.

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24

Bristor, Julia M., Renée Gravois Lee, and Michelle R. Hunt. "Race and Ideology: African-American Images in Television Advertising." Journal of Public Policy & Marketing 14, no. 1 (March 1995): 48–59. http://dx.doi.org/10.1177/074391569501400105.

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Although the numerical representation of African-Americans in contemporary television advertising has improved in recent years, the authors’ analysis illustrates how the potentially positive effects of including more African-Americans in advertisements are often mitigated by subtle racist elements that suggest African-American inferiority. Using an interpretive approach, the authors cast the problem within a framework of racism as ideology, that is, the dominant white ideology pervading the advertising industry. Their discussion of six themes identified in their analysis of prime-time television commercials serves to highlight problematic images of African-Americans that continue to persist in contemporary advertising. In the spirit of self-regulation, the authors suggest actions that the advertising industry can take to present more positive and varied portrayals of minority populations.

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25

Hendrie, Hugh C., Olusegun Baiyewu, Denise Eldemire, and Carol Prince. "Caribbean, Native American, and Yoruba." International Psychogeriatrics 8, S3 (May 1997): 483–86. http://dx.doi.org/10.1017/s1041610297003906.

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Studying behavioral disturbances of dementia across cultures allows us to identify commonalities and differences that may be useful in determining the best approach to managing these problems. However, what we tend to find in cross-cultural studies is that the best approach may not be the same approach, given the different prevalence of and levels of tolerance for various behavioral problems. These differences are apparent in the authors' studies of four populations—Jamaicans in Kingston; Cree in Northern Manitoba, Canada; Yoruba in Ibadan, Nigeria; and African Americans in the United States. The Jamaicans in this study live in a poor suburb of Kingston, the Cree live in two fairly small, isolated communities in Northern Manitoba, and the Yoruba live in Ibadan, a city of more than 1 million people. The Yoruba community the authors are studying, although concentrated in the city center, functions much like a village. The African-American population resides in Indianapolis, Indiana, a moderately sized city of approximately 1 million people.

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26

Natesan, Prathiba, and Vincent Kieftenbeld. "Measuring Urban Teachers’ Beliefs About African American Students." Journal of Psychoeducational Assessment 31, no. 1 (July 20, 2012): 3–15. http://dx.doi.org/10.1177/0734282912448243.

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Understanding urban teachers’ beliefs about African American students has become important because (a) many teachers are reluctant to teach students from other cultures, and (b) most teachers are European American. To construct a psychometrically sound measure of teacher beliefs, the authors investigate the measurement properties of a teacher beliefs factor. This factor was selected from an inventory of items that purported to measure urban teachers’ cultural awareness and beliefs. Measurement invariance of the teacher beliefs factor across European American, African American, and Hispanic American teachers addressed its construct validity. The authors examine the psychometric properties of these items using graded response multilevel analysis. The final 5-item factor showed highest level of invariance for African American and European American teachers but did not fit Hispanic American teachers well. All the five items had good psychometric properties. Analyses of latent means showed that African American teachers had more positive beliefs about African American students than European American teachers did. However, the latent scores were bimodally distributed for African American teachers showing that one subgroup of African American teachers had similar beliefs as European American teachers while another subgroup had more positive beliefs.

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27

Giles, Freda Scott, Leo Hamalian, and James V. Hatch. "The Roots of African American Drama: An Anthology of Early Plays, 1858-1938." MELUS 17, no. 4 (1991): 142. http://dx.doi.org/10.2307/467275.

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28

David Krasner. "Dark Tower and the Saturday Nighters: Salons as Themes in African American Drama." American Studies 49, no. 1-2 (2010): 81–95. http://dx.doi.org/10.1353/ams.2010.0007.

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29

Wooden, Isaiah Matthew. "How to Do Things with Stage Directions: Lessons from Contemporary African American Drama." Theatre Topics 28, no. 3 (2018): 217–26. http://dx.doi.org/10.1353/tt.2018.0045.

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30

Bassett, John. "AFRICAN AMERICAN AUTHORS, 1745–1945: A BIO-BIBLIOGRAPHICAL CRITICAL SOURCEBOOK." Resources for American Literary Study 28, no. 1 (January 1, 2002): 170–71. http://dx.doi.org/10.2307/26366940.

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31

Bassett, John. "AFRICAN AMERICAN AUTHORS, 1745–1945: A BIO-BIBLIOGRAPHICAL CRITICAL SOURCEBOOK." Resources for American Literary Study 28, no. 1 (January 1, 2002): 170–71. http://dx.doi.org/10.2307/resoamerlitestud.28.2002.0170.

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32

Holmes, Sharon L., Larry H. Ebbers, Daniel C. Robinson, and Abel G. Mugenda. "Validating African American Students at Predominantly White Institutions." Journal of College Student Retention: Research, Theory & Practice 2, no. 1 (May 2000): 41–58. http://dx.doi.org/10.2190/xp0f-krqw-f547-y2xm.

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The purpose of this article is to provide a review of research and theory focusing on factors that have been cited as contributing to the retention and graduation of African-American students attending predominantly White institutions. The authors use recommendations cited in the literature to develop a model for predominantly White institutions to provide African-American students with positive learning experiences. While African-American students are the primary focus of this discussion, the model can be adapted to meet the needs of other minority students in higher education.

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33

Indriyanto, Kristiawan. "ARTICULATING THE MARGINALIZED VOICES: SYMBOLISM IN AFRICAN AMERICAN, HISPANIC, AND ASIAN AMERICAN LITERATURE." British (Jurnal Bahasa dan Sastra Inggris) 9, no. 2 (September 26, 2020): 20. http://dx.doi.org/10.31314/british.9.2.20-36.2020.

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The present study contextualizes how symbolism is employed by writers of ethnically minority in the United States as an avenue of their agency and criticism against the dominant white perspective. The history of American minorities is marred with legacy of racial discrimination and segregation which highlights the inequality of race. Literature as a cultural production captures the experiences of the marginalized and the use of symbolism is intended to transform themes into the field of aesthetics. This study is a qualitative research which is conducted through the post-nationalist American Studies framework in order to focus on the minorities’ experience instead of the Anglo-Saxon outlook. The object of the study is three playscripts written from authors from Mexican-American, African-American and Asian-American to emphasize how discrimination is faced by multi-ethnic. The finding suggests how symbolism in these literary works intends to counter the stereotypical representation of Mexican-American, aligns with the passive resistance of the Civil Right Movement and subvert binary opposition of East and West which exoticizing the East. Keywords : minority literature in the U.S , symbolism, post-national

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34

Dingledine, Don. "The Whole Drama of the War“: The African American Soldier in Civil War Literature." PMLA/Publications of the Modern Language Association of America 115, no. 5 (October 2000): 1113–17. http://dx.doi.org/10.2307/463284.

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35

Sayni., Kouame. "THE DRAMA OF AUGUST WILSON: FENCING A NEW IDENTITY IN AFRICAN AMERICAN THEATRICAL IMAGINATION." International Journal of Advanced Research 5, no. 1 (January 31, 2017): 1571–78. http://dx.doi.org/10.21474/ijar01/2922.

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36

Jonathan Shandell. "The Wisdom of “Worldliness”: Bringing African American Theatre and Drama into Existing Course Syllabi." Theatre Topics 19, no. 1 (2009): 51–58. http://dx.doi.org/10.1353/tt.0.0051.

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37

Robnett, Belinda, and James A. Bany. "Gender, Church Involvement, and African-American Political Participation." Sociological Perspectives 54, no. 4 (December 2011): 689–712. http://dx.doi.org/10.1525/sop.2011.54.4.689.

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While numerous studies discuss the political implications of class divisions among African-Americans, few analyze gender differences in political participation. This study assesses the extent to which church activity similarly facilitates men's and women's political participation. Employing data from a national cross-sectional survey of 1,205 adult African-American respondents from the 1993 National Black Politics Study, the authors conclude that black church involvement more highly facilitates the political participation of black men than black women. Increasing levels of individual black church involvement and political activity on the part of black churches increases the gender gap in political participation and creates a gender participation gap for some political activities. These findings suggest that while institutional engagement increases political participation, the gendered nature of the institutional context also influences political engagement outcomes.

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38

Smith-McKeever, T. Chedgzsey, and Ruth G. McRoy. "The Role of Private Adoption Agencies in Facilitating African American Adoptions." Families in Society: The Journal of Contemporary Social Services 86, no. 4 (October 2005): 533–40. http://dx.doi.org/10.1606/1044-3894.3458.

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The authors compare a sample of African American families who adopted from two private African American agencies in California with a sample of African American families who adopted from public California child welfare agencies. Findings show clear distinctions between the private and public adopters. The authors also present results from a questionnaire that asks about the adoption process and the families' adoptive history. Strikingly, 70% of the private agency adopters had attempted to first adopt through (primarily) public agencies, and the majority of those had been unsuccessful. Nearly 90% of the families who responded to a question of how important a private African American adoption agency was in their decision to adopt indicated that it was very important or important.

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39

Holosko, Michael J., Harold E. Briggs, and Keva M. Miller. "Do Black Lives Really Matter—To Social Work? Introduction to the Special Edition." Research on Social Work Practice 28, no. 3 (May 17, 2017): 272–74. http://dx.doi.org/10.1177/1049731517706551.

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This article presents and summarizes the special issue entitled: Practice, Research, and Scholarship on African American. The authors examine the professions’ contradictory actions in partnering with African American scholars, communities, and people to achieve its social justice and civil rights mission. It reintroduces the reader of this collection to June Gary Hopps who originally rung the clarion call to action about the profession’s waffling nature regarding African Americans. The authors overview the collection, which depicts the professions’ lack of focus on issues of race, African American well-being, and oppression experiences. This issue unravels the role played by social work in its meager attention to the plight of African American leaders and faculty, their achievements, and challenges. It also conveys the realities of too few research studies on key issues impacting African Americans. This article concludes with a nudge to the reader to weigh the evidence contained in this serial.

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40

Haire-Joshu, Debra, Wendy F. Auslander, Cheryl A. Houston, and James H. Williams. "Staging of Dietary Patterns among African American Women." Health Education & Behavior 26, no. 1 (February 1999): 90–102. http://dx.doi.org/10.1177/109019819902600108.

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This article describes the development of a behavioral staging algorithm for use in the Eat Well, Live Well Nutrition Program, a peer-delivered community-based program for African American women ( N = 301). The authors examined whether increased frequency in performing low-fat eating behaviors and lower percentage calories from fat intake resulted as a participant moved through five stages of readiness to change each of five low-fat dietary patterns. Frequency of performing low-fat dietary behaviors was significantly different ( p < .05) between four stages for the pattern of avoid fried foods, three stages for modify meats, and two stages for the patterns of substitution, avoid fat as seasoning, replacement. Percentage calories from fat were significantly different ( p < .05) between four stages for the pattern of replacement, three stages for avoid fried foods and modify meats, and two stages for substitution and avoid fat as seasoning. Implications of these findings for the tailoring of community-based dietary programs are presented.

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41

Hbean, Hussein, and Ikhlas Al-Abedi. "Vulnerability and Hypocrisy in Suzan Lori Parks' In The Blood." Uruk Journal 15, no. 3-P1 (September 22, 2022): 1648–54. http://dx.doi.org/10.52113/uj05/022-15/1648-1654.

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Black women's struggles for authority and identity are underreported not only within the political and social living days of the territory black females call home (for example, dark skin females), yet also in critical and creative literary works. Suzan-Lori Parks [1963-] – for her willingness to bring authority to black females who really are silenced. In her work, she attempted to demonstrate how racial identity, privilege, and sex all play a role in black female's oppression in United states. Because they are black, poor, and women, the [female] main characters in her work seem to be victims. Suzan-Lori Parks is a Pulitzer Prize-winning playwright who is bold and untraditional. She is part of a larger line of African American playwrights who have made a significant contribution to African Americans' quest/ion – for identities. Her drama are places where she highlights the importance of restructuring African Americans' identities by challenging dominant ideologies and metanarratives, invalidating some of the prejudices forced on them, exposing the press's duplicity in reinforcing racial prejudice, engendering enslavement, lynching, and their aftermaths, rehistoricizing history, catalyzing reflections on the numerous intersections of physical intimacy, racial group, category, and sex role sexualities, and profess. The search for one's identity has been a contentious topic in African American literature since its inception. Dark skin playwrights have made considerable efforts in the drama to emphasize the worth, significance, and self respect of African American women identities by combating racism and its harmful impacts on African Americans' lives and relationships.

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42

Moore, Darren D., Taylor Chandler, T. Janay Holland, Y. Monique Davis-Smith, and Ericka N. King. "African American Obese Women’s Perspectives Regarding Barriers to the Utilization of Bariatric Surgery: A Phenomenological Study." Journal of Black Studies 48, no. 5 (April 10, 2017): 484–500. http://dx.doi.org/10.1177/0021934717701433.

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The purpose of the study was to explore how obese African American women conceptualize and construct meaning around obesity and bariatric surgery. The authors specifically focused on gaining insight regarding present barriers which may prevent African American women from considering weight loss surgery as a possible option. Utilizing phenomenology as methodological approach, 14 African American obese women, based on body mass index, participated in 30- to 60-minute semistructured interviews regarding their perceptions of bariatric surgery as a treatment intervention for weight reduction. In the study, three themes emerged, which included (a) the meaning of obesity and bariatric surgery, (b) issues in communication, and (c) barriers to bariatric surgery utilization. In the article, the authors discuss clinical implications for African American women and for the medical community, as well as offer recommendations for future research.

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Chancy, Myriam J. A., and Tejumola Olaniyan. "Scars of Conquest/Masks of Resistance: The Invention of Cultural Identities in African, African-American, and Caribbean Drama." American Literature 68, no. 2 (June 1996): 480. http://dx.doi.org/10.2307/2928322.

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Vandenbroucke, Russell. "Violence Onstage and Off: Drama and Society in Recent American Plays." New Theatre Quarterly 32, no. 2 (April 13, 2016): 107–20. http://dx.doi.org/10.1017/s0266464x16000026.

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Direct and bloody violence has a long history on stage. In recent years, a different mode of violence can be distinguished in the work of prominent American playwrights – less direct than indirect, more covert than overt, and likely to affect a group rather than individuals. In this article Russell Vandenbroucke applies concepts from Norwegian sociologist and Peace Studies scholar Johan Galtung to examine structural and cultural violence in Suzan-Lori Parks's Father Comes Home from the Wars (Parts 1, 2, & 3) and traces similar representations of violence in Anna Deavere Smith's Fires in the Mirror, Tony Kushner's Angels in America, Lynn Nottage's Ruined, Ayad Aktar's Disgraced, The Laramie Project by Moisés Kauffman and the Tectonic Theater Project, and Tim Robbins's adaptation of Dead Man Walking by Sr Helen Prejean. These writers have in common the status of traditional outsiders – black, female, gay, Muslim – and this informs their engagement in the social and political vitality of the stage. The shift in focus of these plays from direct violence echoes observations in Steven Pinker's recent The Better Angels of Our Nature: Why Violence Has Declined. Russell Vandenbroucke is Professor of Theatre Arts at the University of Louisville and Director of its Peace, Justice, and Conflict Transformation programme. He previously served as Artistic Director of Chicago's Northlight Theatre. His publications include Truths the Hand Can Touch: the Theatre of Athol Fugard and numerous articles on South African theatre.

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Pierce, Walter J., and Sharron M. Singleton. "Improvisation as a Concept for Understanding and Treating Violent Behavior among African American Youth." Families in Society: The Journal of Contemporary Social Services 76, no. 7 (July 1995): 444–50. http://dx.doi.org/10.1177/104438949507600706.

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The prevalence of violent behavior among African American youth poses a serious threat to society in general and to the African American community in particular. Current efforts to stem the tide of violent behavior have focused primarily on mentoring and threat of punishment as deterrents. The authors present the concept of improvisation as a lens through which to view and analyze the behavioral style of African American youth. Information is presented relative to the use of improvisation as a preventive and rehabilitative strategy for intervening with African American youth.

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Nishikawa, Kinohi. "Driven by the Market: African American Literature after Urban Fiction." American Literary History 33, no. 2 (May 1, 2021): 320–49. http://dx.doi.org/10.1093/alh/ajab008.

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Abstract Kenneth W. Warren’s What Was African American Literature? (2011) compelled literary historians to question deeply held assumptions about periodization and racial authorship. While critics have taken issue with Warren aligning African American literature with Jim Crow segregation, none has examined his account of what came after this conjuncture: namely, the market’s wholesale cooptation of Black writing. By following the career of African American popular novelist Omar Tyree, this essay shows how corporate publishers in the 1990s and 2000s redefined African American literature as a sales category, one that combined a steady stream of recognized authors with a mad dash for amateur talent. Tyree had been part of the first wave of self-published authors to be picked up by major New York houses. However, as soon as he was made to conform to the industry’s demands, Tyree was eclipsed by Black women writers who developed the hard-boiled romance genre known as urban fiction. As Tyree saw his literary fortunes fade, corporate publishing became increasingly reliant on Black book entrepreneurs to sustain the category of African American literature, thereby turning racial authorship into a vehicle for realizing profits.

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Suizzo, Marie-Anne, Courtney Robinson, and Erin Pahlke. "African American Mothers' Socialization Beliefs and Goals With Young Children." Journal of Family Issues 29, no. 3 (November 19, 2007): 287–316. http://dx.doi.org/10.1177/0192513x07308368.

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Although research on African American family socialization is increasing, little is known about the beliefs, goals, and strategies of middle-class parents of young children. This study's aim was to address this research gap by examining three key aspects of parental socialization. First, the authors investigated whether and how African American mothers engage in racial socialization. Second, they examined the meanings of educational achievement to these mothers and how these meanings are conveyed through academic socialization. Third, the authors investigated which aspects of interdependence and independence these mothers promote in their children. Twelve mothers of 3- to 6-year-old children were interviewed, and 5 of these mothers participated in a focus group. Three themes were identified: (a) teaching children about African Americans' history and their ancestors' “struggle,” (b) promoting educational achievement to overcome barriers of racism, and (c) promoting autonomy while maintaining close family relationships. Implications for educators and family practitioners are discussed.

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Mishra, Sanjay Kumar. "Imaginative Reality in Ed Bullins’s Drama." Literary Studies 29, no. 01 (December 1, 2016): 63–67. http://dx.doi.org/10.3126/litstud.v29i01.39613.

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Ed Bullins’s drama makes relentless exploration of inner forces that help African-American people realize their freedom and potential. In directing his attention to this concern, Bullins assumes that America has formed and deformed aspects of the black experience and consciousness. The things that most interest Bullins reside within his characters and are of their own choosing; even his portrayal of interracial characters focuses on the behavior of the black characters. In his plays, a black stage reality and black audience are assumed. The matters he takes up often are intimate, sensitive, and particular to the black experience.

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Kelemen, Mihaela, and Lindsay Hamilton. "Creative processes of impact making: advancing an American Pragmatist Methodology." Qualitative Research in Organizations and Management: An International Journal 14, no. 3 (August 29, 2019): 241–59. http://dx.doi.org/10.1108/qrom-03-2017-1506.

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Purpose The purpose of this paper is to provide new insights into the social impact of creative research methods. Design/methodology/approach Using the new methodology of cultural animation (CA), the authors highlight how knowledge can be co-produced between academics, community members and organisational practitioners. Drawing on the UK Connected Communities programme, the authors explore examples of immersive and performative techniques including arts and crafts, drama and poetry. Findings The authors showcase the practical and theoretical benefit of such exercises to generate impact and influence. Empirically, the authors demonstrate the potential of CA to bring together researchers and community members in useful partnerships that foster dialogical exchange. Theoretically, the authors extend and develop the value of American Pragmatism by highlighting how democratic, iterative and practical learning plays out through the materials, networks and processes of cultural animation. Social implications Exploration of the examples leads us to propose and explore impact as a form of legacy which captures the temporal, processual and performative nature of knowledge sharing and co-production. Originality/value The methodology of CA is innovative and has not been tested widely to date although, as the authors illustrate, it is particularly useful for encouraging interaction between academics and the wider world by developing and nurturing interactions and relationships. It carries potential to contribute new insights to the theorisation and lived experience of organisation.

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Acosta, Melanie M., Michele Foster, and Diedre F. Houchen. "“Why Seek the Living Among the Dead?” African American Pedagogical Excellence: Exemplar Practice for Teacher Education." Journal of Teacher Education 69, no. 4 (March 13, 2018): 341–53. http://dx.doi.org/10.1177/0022487118761881.

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Although teacher diversity, teacher preparation, and student achievement are contemporary and overlapping issues, they have suffered from the absence of African American educational principles and traditions. African Americans cultivated a sophisticated system of developing and supporting numbers of African American teachers; however, U.S. sociopolitical tactics have suppressed this method, which presently, has obscured the potential of this approach to effectively respond to contemporary issues in teacher education. The authors of this article seek to address current dilemmas in recruiting and preparing a diverse teaching force by reorienting teacher education toward an underutilized resource—African American pedagogical excellence. This article outlines the core attributes of African American pedagogical excellence, including its historical genesis, and reveals ways public school desegregation has jeopardized the transcendence of African American pedagogical excellence within teacher education. The article concludes with possibilities and recommendations for moving African American pedagogical excellence from margin to center in teacher education.

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