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Dissertations / Theses on the topic 'Black Girls'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Riley, K. A. "Attitudes and aspirations of girls of Afro-Caribbean origin." Thesis, University of Reading, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.353630.

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12

Selby, Moriska V. "Adventure Girlz: A Restorative Leadership Program Model for Interrupting Black Girls’ School Pushout in New York City." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27013330.

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Young, poor, and undereducated women of color make up the majority of women who are incarcerated in the U.S. correctional system (Covington & Bloom, 2003). Black girls, in particular, are at risk of incarceration when schools leverage policies and practices (e.g. exclusionary discipline) that focus on discipline and control rather than providing a high quality education and support services for Black girls’ development. The restorative leadership program model employs unique methods to engage students and elevate their unique talents and perspectives in a school system that does not “effective

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13

Womack, Erica Nicole. "Uncovering the Literate Lives of Black Female Adolescents." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1369915833.

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14

Somerville, Keaton N. "A Mixed-methods Examination of Perceived Stress in Black Adolescent Girls." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1619140571187594.

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15

Linton, Rowena. "A Different Kind of Blackness: Using Successful Journeys to Examine Students’ Experiences of Secondary Schooling." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/34203.

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Black females achieve high standards of success, yet their lived experiences are frequently absent from educational literature in Canada. Using narratives gathered through semi-structured interviews and focus group discussions, this thesis documents the navigational strategies adopted by four Black female students to achieve academic success in learning environments that often predicted their failure. The narratives highlight the factors the girls believed contributed to their academic success, how they conceptualized their identity and the role(s) their identity played in their schooling expe

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16

Haidarali, Laila. "The weird, faded glory of black girls, de-constructing black female sexuality in the Harlem Renaissance, 1920-1930." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ30944.pdf.

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17

Huff, Krystal. "Critical Mentorship for Black Girls| An Autoethnography of Perseverance, Commitment, and Empowerment." Thesis, Loyola Marymount University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13864882.

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<p> Working class Black girls experience multilayered oppression informed by their triadic social identity that sits at the intersection of race, gender, and class in their lives and more specifically in their schooling experiences (Collins, 1986, 1989; Onyeka-Crawford, Patrick, & Chaudry, 2017). A variety of mentoring practices have been adopted among educators throughout the public-school system to remedy the impact of poor educational opportunities for Black girls. In contrast to the use of traditional mentorship practices that solely focus on the individual, critical mentorship seeks t

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18

Williams, Tiffany J. "Wild and Well: An Autobiographical Manifesto for the Love of Black Girls." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami153267284888971.

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19

Meyers, Lateasha Nicol. "Seeing Education Through A Black Girls' Lens: A Qualitative Photovoice Study Through Their Eyes." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1586263706742763.

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20

Rooks-Price, Veronda Lea. "Adolescent Girls of Color and Leadership Development." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7333.

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Adolescent girls of color (GOC) experience significant changes in social expectations during puberty based on gender and racial inequity. This divergence usually changes the trajectory for GOC relative to leadership development and may affect their career choices, life decisions, and overall directions for growth. This qualitative study explored the experiences of women of color (WOC) who hold senior leadership positions in Fortune 500 companies. Critical theory grounded this study as its aim is to identify marginalization of any kind and determine ways to free those who are oppressed. Researc

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21

Allen, Gillian. "Perceptions of discrimination and their motivational implications for black Caribbean boys and girls." Thesis, University of Exeter, 2005. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421564.

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22

Vanderbilt, Sandra K. ""A Playground with Swings|" Counterstories of Black Adolescent Girls Living in Urban Public Housing." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10784646.

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<p> This study explores stories Black adolescent girls living in urban public housing tell about themselves and their community, the narratives the girls believed outsiders hold thereof, and the ways they theorize about, respond to, and counter mainstream representations of inner-city youth and communities. </p><p> The study was conducted through a Critical Literacy class held in a local community center, using a general interpretive design with ethnographic/observational methods. The data were interpreted through a Counterstory theoretical and analytic lens. The participants’ stories

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23

Hoyle, John Christian. "Black Girls Matter| An Ethnographic Investigation of Rural African-american Girls Experiencing a Specialized Stem High School for Gifted and Talented Students." Thesis, University of South Alabama, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10786688.

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<p> High-ability adolescent African-American females from rural communities face many challenges when attempting to access science, technology, engineering, and math (STEM) career pathways. This research study focused on seven high-ability adolescent African-American females from rural communities who attended a public STEM-focused boarding high school in the southern United States. </p><p> This study used ethnographic methodology to examine race, gender, and giftedness together to explain how and why a selected population of seven African-American girls from rural environments who attended

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24

Temba, Vuyo Noluthando. "A phenomenological study of the experiences of pregnant, black adolescent girls living with HIV/AIDS." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-09302008-093355.

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25

Jernigan, Maryam M. "Using a Sankofa Intervention to Influence Black Girls' Racial Identity Development and School-related Experiences." Thesis, Boston College, 2009. http://hdl.handle.net/2345/646.

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Thesis advisor: Janet E. Helms<br>Abstract Theorists contend that Black girls are mistreated in a manner consistent with racial and gender stereotypes, each of which is equally salient and negatively evaluated by society. Yet, very few empirical studies have investigated the question of how the girls are able to understand and integrate the racial and gender aspects of their identity and withstand the multiple forms of negativity (e.g. gender marginalization and racial oppression) to which they are exposed. The present study examined the socialization experiences of a sample of Black girls (N=

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26

Hiss, Amy Bronwyn. "A multimodal discourse analysis of Bodies-in- Protest on Twitter: Case of Sans Souci Girls High School." University of the Western Cape, 2019. http://hdl.handle.net/11394/6675.

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Magister Artium - MA<br>The legacy of apartheid is one that has left traces of racial oppression and inequitable distribution of state resources across the landscape of the country. Cape Town in particular is a city of many contrasts with grand residential estates often tucked far away from decaying townships and forgotten slums outside of the CBD. One particular domain that epitomizes the continuing inequality between racial groups is that of education. Even though South Africa officially achieved independence in 1994, little is known about changes in the status quo at many formerly whi

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27

Steele, Tiffany L. "Disciplinary Disruption: Exploring the Connection between High School Sanctioning and Black Collegiate Women's Experiences." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1592653957818664.

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28

Ludhra, Geeta. "A black feminist exploration of the cultural experiences and identities of academically 'successful' British South-Asian girls." Thesis, Brunel University, 2015. http://bura.brunel.ac.uk/handle/2438/11651.

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This study draws on a black feminist theoretical perspective, to develop an understanding of the cultural identities and experiences of twelve, academically 'successful', British South-Asian girls. The girls are aged between 16-18 years, and from Hindu, Sikh and Muslim religious backgrounds, selected across two West London secondary schools. A narrative interview approach is used to explore how these girls configure and invest in 'culture' and their cultural identities, during a critical stage in their academic lives before entering university. A series of unstructured interviews have been hel

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29

Ross-Stroud, Catherine Trites Roberta Seelinger. "Non-existent existences race, class, gender, and age in adolescent fiction; or Those whispering Black girls /." Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3106763.

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Thesis (Ph. D.)--Illinois State University, 2003.<br>Title from title page screen, viewed October 12, 2005. Dissertation Committee: Roberta Seelinger Trites (chair), Karen Coats, Janice Neuleib. Includes bibliographical references (leaves 217-236) and abstract. Also available in print.

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30

Cueto, Desireé W. "What We Don't Tell; We Write: Messages for Black Girls in African Diaspora Young Adult Novels." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/560808.

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This dissertation offered a close reading of African diaspora young adult novels, written by African American, Afro-Caribbean and black African women. The four novels selected for this analysis - Coe Booth's (2010) Kendra, Nana Ekua Brew-Hammond's (2010) Powder Necklace, Lynn Joseph's (2010) Flowers in the Sky and Adwoa Badoe's (2010) Between Sisters - represented the life circumstances, concerns and issues facing black adolescent girls of this generation. Set in Ghana, the United States, the Dominican Republic and England, the novels collectively provided a compelling site to examine thematic

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31

Davis, Martale J. "The acting White accusation, social anxiety, and bullying among Black girls in a STEM and non-STEM school." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1560622110082959.

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32

Mitchell, Flint. "The Relationship Among Psychosocial and Environmental Determinants of Physical Activity, Physical Activity Levels, and Body Mass Index in Adolescent African American Females." ScholarWorks@UNO, 2003. http://scholarworks.uno.edu/td/65.

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This study examined personal, social, and demographic factors related to physical activity (PA) level and body mass index (BMI) in adolescent African American (AA) females. The participants were 211 AA females from selected parochial schools in a city in the southern U.S. Participants completed the Physical Activity Determinant Scale (PADS: Mitchell & Kontos, 2002), the Three Day Physical Activity Recall (3DPAR: Weston, Petosa & Pate, 1997), the Leisure Time Exercise Questionnaire (LTEQ: Godin & Shepard, 1985), and demographic items. Height and weight measures were taken to assess BMI.

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33

Ellzey, Delilah. "Musical Cognitive Restructuring Based App for Black Females’ Negative Thoughts and Anxiety." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1524174359408583.

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34

Bernard, Yolanda. "The influence of adolescent pregnancy on the younger sisters of African American girls." Manhattan, Kan. : Kansas State University, 2008. http://hdl.handle.net/2097/791.

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35

Pickett, Moneque Walker. "The Invisible Black Woman In The Title IX Shuffle: An Empirical Analysis And Critical Examination Of Gender Equity Policy In Assessing Access And Participation Of Black And White High School Girls In Interscholastic Sports." Scholarly Repository, 2009. http://scholarlyrepository.miami.edu/oa_dissertations/288.

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There has been considerable progress in women's sport participation opportunities since the enactment of Title IX of the Education Amendments Act of 1972. These opportunities have allowed women and girls to participate in sports at the primary and secondary school level, as well as at the collegiate level in considerable numbers. Institutions have been adding new, emerging, or growth sports to their sports lineup. Despite this progress, much remains to be done to achieve true equity in women's access to sports. Indeed, recent evidence suggests that women of color may not have benefited fro

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36

Frazier, John Nyrere. "FOR COLORED GIRLS WHO HAVE CONSIDERED SUICIDE WHEN THE RAINBOW IS ENUF: LIVING IN THE WORDAN EXAMINATION OF THE TEXT AND TRADITIONAL PERFORMANCES OF FOR COLORED GIRLS… AS A STUDY FOR A MULTICULTURAL PRODUCTION." Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1410542294.

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37

Campbell, Angela Norma. "GENDERED PASSAGEWAYS IN FREEDOM SCHOOL: AN ETHNOGRAPHIC STUDY OF ADOLESCENT GIRLS' JOURNEYS TO WOMANHOOD." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/220710.

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Urban Education<br>Ph.D.<br>African American rites of passage (ROP) have historically contributed to adolescent gender socialization enabling Black youth to overcome the effects of racism and oppression. ROP in the schools provide lessons in Black history, traditions, and culture as they guide youth through the turbulent terrain of adolescence via the communal "coming of age" process. This study examined adolescent girls' experiences in weekly ROP classes at Ella Baker Freedom Academy (EBFA) Charter School over the course of one academic year and five months. EBFA is an African-centered Freedo

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38

Pugh-Lilly, Aalece O. "Understanding aggressive behavior in black adolescent girls : an examination of casual attributions, perceptions of coping, problem solving appraisal, self-esteem and ethnic identity /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988691.

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39

Nash, Erika Raissa. "Black female student's experiences in a predominantly white high achieving suburban school implications for theory and practice /." Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2009. http://etd.umsl.edu/r4101.

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40

Fry, Jennifer Reed. "'Our girls can match 'em every time': The Political Activities of African American Women in Philadelphia, 1912-1941." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/61373.

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History<br>Ph.D.<br>This dissertation challenges the dominant interpretation in women's history of the 1920s and 1930s as the "doldrums of the women's movement," and demonstrates that Philadelphia's political history is incomplete without the inclusion of African American women's voices. Given their well-developed bases of power in social reform, club, church, and interracial groups and strong tradition of political activism, these women exerted tangible pressure on Philadelphia's political leaders to reshape the reform agenda. When success was not forthcoming through traditional political mea

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41

Preston, Aysha L. Ph D. "Material Girls: Consumption and the Making of Middle Class Identity in the Experiences of Black Single Mothers in the Washington, DC Metropolitan area." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3856.

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This dissertation explores the ways in which black single mothers in the Washington, DC metropolitan area use material goods and consumption practices to inform their identities as members of the middle class. Black middle class women are challenging stereotypes surrounding single mother households, the idea of family, and class status in the United States, as more women overall are having children while single, delaying or deciding against marriage, and are entering the middle and upper-middle classes as a result of advanced education and career opportunities. Because of these demographic and

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42

Frieslaar, Farzanah. "Knowledge and perceptions about HIV among adolescent girls and young women aged 15 – 24 years: associations with HIV testing and sexual behaviour – a sub-study of the 2012 South African National HIV Household survey." Master's thesis, Faculty of Health Sciences, 2020. http://hdl.handle.net/11427/32621.

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Background. While much progress has been made, HIV remains a major global public health problem. South Africa remains home to the highest number of people living with HIV (7.1 million) in the world. Despite remarkable progress in the past decade, adolescent girls and young women aged 15-24 (AGYW) remain at higher risk of HIV exposure and infection than other groups. We do not know enough about AGYW HIV knowledge and perceptions, although it is likely an important factor to consider in AGYW's HIV risk. This paper investigates knowledge and perceptions about HIV risk behaviours and explores asso

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43

Evans, Tina B. "We Wear the Mask: Stories of the Black Girl Middle School Experience in Predominantly White, Elite, Independent Schools." Digital Commons at Loyola Marymount University and Loyola Law School, 2019. https://digitalcommons.lmu.edu/etd/893.

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This dissertation examined the experiences of Black middle school girls who attend predominantly white, elite, independent schools in the Greater Los Angeles area. Using Critical Race Theory, Black Identity Theory, and Black Feminism Theory as a conceptual framework, this qualitative research explored the role of race, class, gender, and parental support as contributing factors to the development of participants’ racial consciousness. Utilizing timeline interviews and critical narratives to explore the lived histories of each student and parent participant, data analysis included content codin

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44

Thomas, Shantel I. "African American Adolescent Females: An Investigation of Racial Identity, Skin Color and Self-Concept During Adolescent Development." [Kent, Ohio] : Kent State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1164137225.

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Thesis (Ph.D.)--Kent State University, 2006.<br>Title from PDF t.p. (viewed Jan. 12, 2007). Advisors: Marty Jencius, Steve Rainey. Keywords: African American adolescent females, Black girls, racial identity, skin color, self-concept, adolescence. Includes bibliographical references (p. 93-108).

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45

Lansley, Renee Nicole. "College women or college girls? gender, sexuality, and In loco parentis on campus /." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1101681526.

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46

Cherry-McDaniel, Monique Gabrielle. "Call Me By My Right Name: The Politics of African American Women and Girls Negotiating Citizenship and Identity." Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1344022629.

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47

Davis, Martale J. "Assessing the effects of the acting White accusation: Social anxiety and bullying victimization." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1461510607.

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48

Cozer, Priscila Emanoeli Rodrgues. "NEGRAS, CABRAS E PARDAS NO BANCO DOS RÉUS NA VILA REAL DE NOSSA SENHORA DA CONCEIÇÃO DO SABARÁ E VILA DE NOSSA SENHORA DO CARMO (1770-1830)." Universidade Estadual de Ponta Grossa, 2017. http://tede2.uepg.br/jspui/handle/prefix/2509.

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Submitted by Angela Maria de Oliveira (amolivei@uepg.br) on 2018-05-18T14:32:39Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Priscila Emanoeli Rodrigues Cozer.pdf: 1199039 bytes, checksum: 1ba458fb6509b9521cde7dfcc0ec8c8a (MD5)<br>Made available in DSpace on 2018-05-18T14:32:39Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Priscila Emanoeli Rodrigues Cozer.pdf: 1199039 bytes, checksum: 1ba458fb6509b9521cde7dfcc0ec8c8a (MD5) Previous issue date: 2017-12-04<br>O tema central dessa pesquisa

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49

McIntosh, Anna M. G. "The relationship of the Diet Quality Index to prevalence of overweight in black and white adolescent girls : an examination of data from the National Heart, Lung, and Blood Institute's Growth and Health Study /." Thesis, This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-01312009-063137/.

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50

Shealey, Wanda Marie. "THE EFFECT OF GENDER AND RACIAL STEREOTYPES AND EDUCATION-RELATED BELIEFS ON THE ACADEMIC AND SOCIAL IDENTITY DEVELOPMENT OF URBAN AFRICAN AMERICAN GIRLS." Cleveland State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=csu1544108101147846.

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