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Relevant bibliographies by topics / Black Girls

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Dissertations / Theses
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Academic literature on the topic 'Black Girls'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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Journal articles on the topic "Black Girls"

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Curtis, Sabrina. "Black Girl Politics." Journal of African American Women and Girls in Education 3, no. 2 (2024): 119–38. http://dx.doi.org/10.21423/jaawge-v3i1a155.

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Despite the informed, culturally attuned, active, and robust nature in which Black girls enter into dialectical exchange with one another, their peers, and other adults in schools and communities, Black girls’ critical and political literacies are often minimalized and undervalued. In this paper, I discuss my engagement with two Black girls who participated in Black Girl Politics, a literacy collaborative and curricular intervention designed to explore Black girls’ theorizing about social and political ideas and social change. I outline the girls’ engagement with a multimodal policy project in

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White, Samantha. "Black Girls Swim." Girlhood Studies 14, no. 2 (2021): 63–79. http://dx.doi.org/10.3167/ghs.2021.140206.

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During the early part of the twentieth century, Black girls in the United States attended Young Women’s Christian Associations (YWCAs) where they received instruction in sports and physical activity. Using archival research, in this article I examine the role of swimming in Black girls’ sports and physical activity practices in Northern YWCAs. With a focus on the construction of Black girlhood, health, and embodiment, I trace how girls navigated spatial segregation, beauty ideals, and athleticism. I highlight the experiences of Black girl swimmers—subjects who have often been rendered invisibl

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Rogers, Dehanza. "Hostile Geographies." Girlhood Studies 15, no. 1 (2022): 34–49. http://dx.doi.org/10.3167/ghs.2022.150104.

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In this article, I engage in a parallel reading of the consumption of Black girlhood in speculative fiction in the television series The Passage, and the film The Girl with All the Gifts, and in the classroom. In these texts are nonconsensual attempts to harvest biological materials from Black girls, exhibiting the belief that Black bodies are utilitarian, at best, and meant for consumption. Like these narratives, the classroom consumes Black girls physically along with their futures. I explore how Black girl resistance disrupts such consumption and interrogate texts in which Black girls creat

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Butler, Tamara T. "Black Girl Cartography: Black Girlhood and Place-Making in Education Research." Review of Research in Education 42, no. 1 (2018): 28–45. http://dx.doi.org/10.3102/0091732x18762114.

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Drawing on research in education, Black Girlhood studies, and conversations connected to girlhood and cartography, this chapter calls for transdisciplinary analyses of Black girls’ sociocultural and geopolitical locations in education research. In reviewing education research documenting the practices and interrogating the experiences of Black girls, I propose the framework of Black Girl Cartography. In addition to an analysis of education research, I offer a series of theoretical and methodological openings for transformative and liberatory work grounded in Black Girl knowledge and practices.

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Smith-Purviance, Ashley L., Sara Jackson, Brianna Harper, et al. "Toward Black Girl Futures." Girlhood Studies 15, no. 3 (2022): 67–83. http://dx.doi.org/10.3167/ghs.2022.150307.

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Black Girlhood Studies provide an authentic vantage point for the narratives and experiences of young Black girls today. Black women working alongside Black girls play a central role in the development of the field, yet their narratives and experiences as former Black girls remain decentered. Using autoethnography, we describe the experiences of seven community-engaged Black women scholars, including one professor who teaches Black Girlhood Studies courses and is the co-creator of a virtual space for middle school Black girls called Black Girl Magic (BGM), and six undergraduate students who ar

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Toliver, S. R. "Can I Get a Witness? Speculative Fiction as Testimony and Counterstory." Journal of Literacy Research 52, no. 4 (2020): 507–29. http://dx.doi.org/10.1177/1086296x20966362.

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Drawing on Black feminist/womanist storytelling and the three-dimensional narrative inquiry space, this article showcases how one Black girl uses speculative fiction as testimony and counterstory, calling for readers to bear witness to her experiences and inviting witnesses to respond to the negative experiences she faces as a Black girl in the United States. I argue that situating speculative fiction as counterstory creates space for Black girls to challenge dominant narratives and create new realities. Furthermore, I argue that considering speculative fiction as testimony provides another wa

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Simmons-Horton, Sherri Y., Karen Kolivoski, and Dora Garza. "Black girl magic: Empowerment stories of black dual status girls." Children and Youth Services Review 152 (September 2023): 107047. http://dx.doi.org/10.1016/j.childyouth.2023.107047.

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Cook, Courtney. "Towards a Fairer Future." Girlhood Studies 13, no. 2 (2020): 52–68. http://dx.doi.org/10.3167/ghs.2020.130206.

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In the study on which this article is based, I examine the correlation between the number of Black girls in leadership programs and the number of Black female leaders in nonprofit organizations. I carried out research on Black girl leadership to understand the shortcomings of programs meant to teach Black girls appropriate leadership skills and I conducted interviews with female leaders to determine the hurdles faced by Black women trying to obtain leadership roles in the nonprofit sector. My findings show that there is a disconnect between Black and white women in leadership roles and that im

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Fearon, Stephanie. "To Mica With Love." Journal of African American Women and Girls in Education 3, no. 2 (2024): 183–97. http://dx.doi.org/10.21423/jaawge-v3i1a152.

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A growing body of research exploring the lives of Black Canadian students largely focuses on achievement and disciplinary outcomes. Such scholarship centers the negative experiences of Black boys, overlooking the quotidian lives of Black Canadian girls in public schools. The lack of educational research engaging Black Canadian girls hinders scholars, educators, and communities from fully reimagining schools for liberation. Drawing from literature and personal stories, this arts-informed autoethnography investigates how I partnered with three Black Canadian girls to reconceptualize their role i

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Thais Council, LeAnna T. Luney, Amica Snow, Haley Brents, and Tiffany Clark. "A Research Project, Not a Program: Culture of Care in Photovoice Research with Black Girls." Journal of Ethnic and Cultural Studies 11, no. 5 (2024): 117–39. https://doi.org/10.29333/ejecs/2135.

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Black girls in Kentucky are hyper-minoritized. This marker gives others the notion that Black girls are abnormal, in need of programming, and incapable of narrating their own existence. The D.O.P.E. Black Girl Research Collective—an intergenerational, interdisciplinary research collective comprised of community-centered researchers at the University of Kentucky, Berea College, and the Lexington Housing Authority – conducted an 18-month Photovoice research study alongside Black girls in central Kentucky to examine how and in what ways Black girls define their lives in a post-2020 climate—that i

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Dissertations / Theses on the topic "Black Girls"

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Wahome, Samatha. "Ain’t I a Girl: Black Girls Negotiating Gender, Race, and Class." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1313436849.

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Montie, Mary L. "Where are all the gifted Black girls? Giving high school girls voice via qualitative research approach and Black feminist theory." Thesis, Wayne State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3558200.

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<p> Gifted programs in the United States under-represent African American (Black) children (Phi Delta Kappan, 1992). In 1993, African-American students were under-represented by 50% in gifted education, and 60% in 1998 (Grantham & Ford, 2003). Further, some speculate that gifted education programs are the most segregated educational programs in the nation (Ford, 1995). This proves especially true for Black gifted girl in urban educational arenas, where gifted Black girls are rarely recognized. The purpose of this research was to examine the circumstances surrounding how urban black girls&m

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Thieman-Dino, Angela. "Making fun: How urban Black girls craft identity." Connect to online resource, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3273711.

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Odumosu, LaRetha Cherise Powell. "Why Do Smart Black Girls Get In Trouble?" Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/342420.

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Urban Education<br>Ph.D.<br>The question of why smart Black girls get in trouble is in need of an answer, particularly when the answer is provided from a smart Black girl’s perspective. In the past decade, researchers have suggested that school bonds amongst students and between students and adults can have a direct impact on the success of the student (Roorda, 2011). This research is particularly relevant as it pertains to school bonds for high achieving students of color within urban school environments (Archer-Banks, 2012; Eisele, 2009). Directly related to this conversation is how school b

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Billingsley, Cryslynn C. "What about Us? For Girls between Worlds| How Black Girls Navigate White High Schools." Thesis, University of Missouri - Saint Louis, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10977071.

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<p> This qualitative study is about the experiences and challenges Black girls have while attending predominantly White high schools and what they are doing to navigate that particular space. The purpose of this study was to explore and understand more about how Black girls navigate White space as minority members of a system that was not originally intended for them. Through semi-structured interviews, Black girls were asked directly to share their lived experiences. This study hopes to illuminate and amplify the voices of Black girls and help others see them by giving them a platform to disc

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Anthony, Sandra Patricia. "Black-eyed Susan, Blue-eyed schools : academically-oriented Black girls in Toronto schools." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0007/NQ41394.pdf.

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Miles, Brittney. "Black Girls’ Meaning-Making of School Discipline in Cincinnati." University of Cincinnati / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1617106372110342.

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Jean, Elizabeth Ashley. "Stereotypical Media Images and Anxiety in Black Adolescent Girls." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1556492963344352.

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Little, Alexis Patrice. "Voices of the Unheard: Black Girls and School Discipline." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1591121132272033.

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Smith, Jamila D. "Still Waiting to Exhale: An Intergenerational Narrative Analysis of Black Mothers and Daughters." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1337797679.

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Books on the topic "Black Girls"

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Enjoli, Kimberly. Defend Black Girls. Groundwork, 2018.

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Melton, LaMesha. Cocoa/puss: Black Girls Rule. LaMesha, 2010.

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Barreau, Ashelee. Im Black & Im Proud. [TORCH, National Institute for Reproductive Health], 2014.

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Malle, Louis, and Claude Nedjar. Black moon. Criterion Collection, 2011.

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Black, Jonah. Black Book: Girls, Girls, Girls. HarperCollins Publishers, 2009.

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Furukawa, Dominique. Black Girls. HarperCollins Publishers, 2023.

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Brown, Ruth Nicole. Black Women Remember Black Girls. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252037979.003.0003.

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This chapter shows how Black girlhood must be made—in SOLHOT the space of Black girlhood is made through time, a timing that is infused with the sacred and spirit. In SOLHOT, to “homegirl” means engaging Black girls in the name of Black girlhood as sacred work that implicates time. Sacred work acknowledges the ways spirit moves one to act, often beyond the material conditions of one's immediate circumstance. The chapter considers how homegirls remember SOLHOT as a sacred experience that makes Black girlhood possible. It then features a creative and collective memory constructed from the interv

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Brown, Ruth Nicole. When Black Girls Look at You. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252037979.003.0004.

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This chapter considers what it means to be seen and looked at as a Black girl. Building on the visual-poetic analysis of June Jordan's (1969) Who Look at Me and M. NourbeSe Philip's (2008) Zong!, the chapter offers an “anti-narrative photo-poem” that couples photography, poetry, and intersubjective insights of Black girlhood to specifically address the institutional norms and interpersonal dynamics that govern their lives and promote a limited knowing of Black girls premised on sight alone. The primary purpose of this chapter is to show that Black girls actively decide who and what is worthy o

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Muhammad, Gholdy, and Detra M. Price-Dennis. Black Girls' Literacies. Taylor & Francis Group, 2021.

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Nicole, Shanice, and Kezna Dalz. Dear Black Girls. Metonymy Press, 2021.

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Book chapters on the topic "Black Girls"

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Crenshaw, Kimberlé W. "Black Girls Matter." In Foundations of Education, 2nd ed. Routledge, 2022. http://dx.doi.org/10.4324/9781003340362-20.

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"Preliminary Material." In Black Girls. BRILL, 2014. http://dx.doi.org/10.1163/9789004276932_001.

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"Introduction." In Black Girls. BRILL, 2014. http://dx.doi.org/10.1163/9789004276932_002.

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"Keywords." In Black Girls. BRILL, 2014. http://dx.doi.org/10.1163/9789004276932_003.

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"Differences and Similarities in History." In Black Girls. BRILL, 2014. http://dx.doi.org/10.1163/9789004276932_004.

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"Colonial Acculturation and Belonging." In Black Girls. BRILL, 2014. http://dx.doi.org/10.1163/9789004276932_005.

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"Paramaribo and Asmara as Culture-Contact Zones." In Black Girls. BRILL, 2014. http://dx.doi.org/10.1163/9789004276932_006.

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"Postcolonial Encounters: Arriving in Italy and in the Netherlands." In Black Girls. BRILL, 2014. http://dx.doi.org/10.1163/9789004276932_007.

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"A Labour Niche for Postcolonial Migrant Women." In Black Girls. BRILL, 2014. http://dx.doi.org/10.1163/9789004276932_008.

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"Narratives and Practices of Work and Identity." In Black Girls. BRILL, 2014. http://dx.doi.org/10.1163/9789004276932_009.

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Conference papers on the topic "Black Girls"

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Wilson, Ajya. "Black Girl–Led Research: Centering Black Girls in Transforming Schools." In 2023 AERA Annual Meeting. AERA, 2023. http://dx.doi.org/10.3102/2009143.

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Fernandez, Cecilia. "Tech-Savvy Black Girls: Countering the Narrative That Black Girls Are Not Interested in STEM." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1439577.

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Jones, Natacha. "Recognizing the #Magic in Preschool Black Girls." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1580349.

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Morton, Crystal, Lawren Nelson, and Idaila Wilmoth. "Centering F.a.M.I.L.Y. in Black Girls STEM Learning." In PROCEEDINGS OF THE EIGHTH ANNUAL INDIANA STEM EDUCATION CONFERENCE “ADVANCING STEM WITH STUDENTS”. Purdue University, 2023. http://dx.doi.org/10.5703/1288284317602.

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Morton, Crystal. "Girls STEM Institute: Impacting Black Girls' Self-Efficacy and Interest in STEM Careers." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1691485.

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Parker - Holliman, Natalie. "Black Girls Are Brilliant Mathematicians: A Phenomenological Study." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1582817.

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Parker - Holliman, Natalie. "Black Girls Are Brilliant Mathematicians: A Phenomenological Study." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1678390.

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Norris, Aaminah. "When We See Us: How Black Female Teachers Make Black Girls Visible." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1583947.

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Bailey-Fakhoury, Chasity. "Colorism and Disciplinary Outcomes of Black Girls in School." In 2023 AERA Annual Meeting. AERA, 2023. http://dx.doi.org/10.3102/2016063.

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Dixon-Payne, Deneen. "Breaking the Code: Examining STEM Violence Against Black Girls." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2093876.

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Reports on the topic "Black Girls"

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Soenen, Karen. GIS in research and conservation – Lessons plans developed for Black Girls Dive Foundation. Woods Hole Oceanographic Institution, Black Girls Dive Foundation, 2025. https://doi.org/10.1575/1912/71860.

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This document presents lesson plans designed to introduce middle and high school STEM students to the fundamentals of Geographic Information Systems (GIS) and the application of spatial information and mapping in research and conservation. Over the course of six sessions (1.5 hours each), students explore real-world case studies in shark research and oceanography, gaining hands-on experience with GIS tools. These lessons aim to strengthen students’ analytical skills and enhance their understanding of spatial data in marine science. The development of this curriculum was supported by Black Girl

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Wulah, Abigail, Fadumo Abdi, and Mavis Sanders. Promoting Black Girls’ and Women’s Sexual and Reproductive Health Requires Acknowledging Their History and Experiences. Child Trends, Inc., 2023. http://dx.doi.org/10.56417/5022f4237y.

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