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Journal articles on the topic 'Black Girls'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

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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2

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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Nashid, Laila. "Understanding Digital Narratives of Black Girlhood Through Social Media Aesthetics." Girlhood Studies 17, no. 2 (2024): 86–102. http://dx.doi.org/10.3167/ghs.2024.170207.

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Abstract Today, Black girls use social media, including TikTok, as sites for storytelling and for creating their own self-definitions. In this article, I address the question of how Black girls use social media aesthetics to construct digital narratives about their Black girlhoods. To do so, by analyzing a case study of TikToks, I explore the rise of the Soft Black Girl aesthetic and its connections to larger, white-dominated aesthetics, such as Cottagecore. Furthermore, I trace the political implications of social media sub-aesthetics that Black girls create, as well as how such sub-aesthetic

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Muhammad, Gholnecsar E., and Marcelle Haddix. "Centering Black Girls’ Literacies: A Review of Literature on the Multiple Ways of Knowing of Black Girls." English Education 48, no. 4 (2016): 299–336. http://dx.doi.org/10.58680/ee201628670.

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In light of the current assaults on Black girls and misaligned instructional practices in and outside of schools across the nation, English educators need to understand a more complete vision of the identities girls create for themselves, and the literacies and practices needed to best teach them. This article provides a review of literature of Black girl literacies by examining historical, theoretical, and empirical research conducted across the past several decades. These literatures are organized into themes and threads that help to illustrate the pedagogies for English educators of Black g

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Reid, Evelyn. "Black Girls Talking." Gender and Education 1, no. 3 (1989): 295–300. http://dx.doi.org/10.1080/0954025890010307.

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Harris, Pamela N., Marquita S. Hockaday, and Marcia H. McCall. "Black Girls Matter." Professional School Counseling 21, no. 1b (2017): 2156759X1877359. http://dx.doi.org/10.1177/2156759x18773595.

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Servant leadership may serve as a framework for school counselors to meet the needs of Black female students. Through mixed methodology research, the authors examined comparisons between school counselor and servant leadership frameworks. They also investigated the leadership experiences of seven practicing school counselors when serving Black female students. Findings emphasize both similarities and differences between school counselor leadership and servant leadership characteristics. This article provides implications for practice, training, and future research.

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Howard, Christy M., and Caitlin L. Ryan. "Black Tween Girls with Black Girl Power: Reading Models of Agency in Rita Williams-Garcia’s One Crazy Summer." Language Arts 94, no. 3 (2017): 170–79. http://dx.doi.org/10.58680/la201728910.

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This descriptive content analysis of Williams-Garcia’s One Crazy Summer examines the ways in which Delphine, the African American female main character, is represented throughout the novel as she navigates the challenges she faces as a tween Black girl in the midst of the Black Panthers movement. Delphine’s story fills a gap in children’s literature that fails to focus on the experiences of tween black girls, particularly girls who work to enact change and agency throughout their community. This analysis of Williams-Garcia’s award-winning work examines the spaces “between” young girls’ adult i

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Thompson, Amoni. "Sittin’ Up in My Room: Exploring Black Girl Interiority in the Work of Scheherazade Tillet and Nydia Blas." Visual Arts Research 47, no. 1 (2021): 1–12. http://dx.doi.org/10.5406/visuartsrese.47.1.0001.

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Abstract What do we learn when Black girls have the right to their own pleasures … the right to sit … and be still? Given the ways this world seeks to steal moments of joy and self-satisfaction from Black girls everywhere, what is the power of capturing the moments in which Black girls are allowed to be, to exist? To answer these questions, I reflect upon the act of “sitting” and its use in facilitating moments of interiority for Black girlhood in documentation photography. Mobilizing Tina Campt’s and Kevin Quashie’s notions of quiet to contend with documentary portraits of Black girls by Sche

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S. Hurt, Carletta, and Nia Reddick. "KEY THEMES AND TRENDS IN RESEARCH ON BLACK GIRL LEADERSHIP: SYSTEMATIC REVIEW." International Journal of Advanced Research 11, no. 04 (2023): 1632–45. http://dx.doi.org/10.21474/ijar01/16833.

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This systematic review is critical as it sheds light on a neglected area of research: the experiences of Black girls in leadership positions. While there is a growing body of literature on leadership and gender, race, and ethnicity, the experiences of Black girls in leadership roles have received less attention. This study addresses this gap in the literature by conducting a comprehensive analysis of research on Black girl leadership from 2000 to 2020.The problem that this systematic review address is the longstanding neglect of the experiences of Black girls in leadership positions. Despite t

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McArthur, Sherell A. "Black Girls and Critical Media Literacy for Social Activism." English Education 48, no. 4 (2016): 362–79. http://dx.doi.org/10.58680/ee201628672.

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Despite the largely degrading media representations of Blackness, historically, Black girls and women have been strong activists, disrupting narratives the media conveys about Black girl- and womanhood. Centering Black girls’ lived experience through critical media literacy can give them the opportunity to develop the language to identify, deconstruct, and problematize the complexity of power operating in media and negotiate visibility by counternarrating racist, sexist, and classist media narratives with authentic stories of Black girlhood. This article centralizes Black girls in media litera

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Zinobia, Bennefield, and Jackson Taylor. "The Girls Are Alright: Examining Protective Factors of US Black Culture and Its Impact on the Resilience of Black Girls and Women." Open Cultural Studies 6, no. 1 (2022): 218–27. http://dx.doi.org/10.1515/culture-2022-0148.

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Abstract An overarching narrative exists that the self-concept of Black girls is adversely impacted by the negative portrayals of Black Americans in the mainstream media. We assert that this mainstream narrative presents a deficit model account in which Black girls are perpetual victims of white racism. A more complete narrative, one that we offer in this essay, is that while the white patriarchal society has tried, through various means, to undermine the self-esteem of Black Americans, Black girls are healthy, confident, and full of belief in themselves, their beauty, and their power. We argu

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Keleta-Mae, Naila. "Black Girl Thought in the Work of Ntozake Shange." Girlhood Studies 12, no. 2 (2019): 32–47. http://dx.doi.org/10.3167/ghs.2019.120204.

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In this article I examine the performances of black girlhood in two texts by Ntozake Shange—the choreopoem “for colored girls who have considered suicide when the rainbow is enuf” (1977) and the novel Sassafras, Cypress and Indigo (1982). The black girls whom Shange portrays navigate anti-black racism in their communities, domestic violence in their homes, and explore their connections with spirit worlds. In both these works, Shange stages black girls who make decisions based on their understanding of the spheres of influence that their race, gender, and age afford them in an anti-black patria

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Civil, Gabrielle, and Zetta Elliott. "Opening Up Space for Global Black Girls." Departures in Critical Qualitative Research 6, no. 3 (2017): 11–33. http://dx.doi.org/10.1525/dcqr.2017.6.3.11.

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In this innovative dialogue, Gabrielle Civil and Zetta Elliott consider how their work inside and outside of the academy “opens up space” for Black girls in the United States and throughout the African diaspora. In her performance art and curation, Civil activates the presence and absence of diasporic Black girls and celebrates their creative potential. In her books for young readers, Elliott disrupts literary conventions by centering Black girl protagonists and using the fantasy genre not for escape but empowerment. Linking the critical and creative, this dialogue showcases reflection and emb

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Smith, Shanna L. "Margaret’s Daughters … Four Black Girls for Black Girls, and: Taking Root." Callaloo 42, no. 3 (2024): 18–21. https://doi.org/10.1353/cal.2024.a947900.

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Strong, Kellan Washington. "Because We're Unique." Journal of African American Women and Girls in Education 2, no. 1 (2022): 47–61. http://dx.doi.org/10.21423/jaawge-v2i1a38.

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This qualitative study explores the literacy and language practices of Black adolescent girls as they read and make meaning of a critical text, Angie Thomas’ The Hate U Give (2017). The focus of this inquiry was to broadly examine how societal and situational factors influence the ways in which Black adolescent girls made sense of the novel, which functions as a culturally responsive critical text. This study embraces the Black Girls’ Literacy Framework first created by Muhammad and Haddix (2016) and two interconnected research questions from that framework drove this study: (a) How do Black a

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James-Gallaway, Arcasia D. ""We Had Made History": Black Texas Girls, School Desegregation, and the Expansion of Femininity in 1970s America." Journal of the History of Childhood and Youth 18, no. 2 (2025): 149–75. https://doi.org/10.1353/hcy.2025.a957272.

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Abstract: Historians studying the implementation of school desegregation have largely examined it as a racial issue with little relationship to gender or socioeconomic status, rendering monolithic the experiences of Black students. The experiences of Black girls who desegregated, I contend, stand to nuance these narratives. Drawing on original oral history interviews and extensive archival research, I consider which Black girls became homecoming court members, homecoming queens, cheerleaders, pregnant students, and young mothers across the 1970s in majority-non-Black, desegregating schools in

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Joseph, Nicole M., Meseret Hailu, and Denise Boston. "Black Women’s and Girls’ Persistence in the P–20 Mathematics Pipeline: Two Decades of Children, Youth, and Adult Education Research." Review of Research in Education 41, no. 1 (2017): 203–27. http://dx.doi.org/10.3102/0091732x16689045.

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Like other women and girls of color in the U.S. education system, Black1 women and girls negotiate and integrate multiple marginalized identities in mathematics. As such, this integrative review used critical race theory (CRT) and Black feminism as interpretive frames to explore factors that contribute to Black women’s and girls’ persistence in the mathematics pipeline and the role these factors play in shaping their academic outcomes. A synthesis of 62 research studies reveals that structural disruptions, community influences, and resilience strategies significantly influence Black women’s an

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Santos, Katia Costa. "Black Girls in Ipanema." NACLA Report on the Americas 54, no. 3 (2022): 302–11. http://dx.doi.org/10.1080/10714839.2022.2118021.

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Marfo, Amma. "Adventure Girlz Offers Adventure and Learning for Black Girls." Women in Higher Education 26, no. 12 (2017): 6–15. http://dx.doi.org/10.1002/whe.20512.

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Cook, Courtney. "A History of the Resilience of Black Girls." Girlhood Studies 12, no. 2 (2019): 133–36. http://dx.doi.org/10.3167/ghs.2019.120210.

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Nazera Sadiq Wright. 2016. Black Girlhood in the Nineteenth Century. Urbana, University of Illinois Press.Black girls have a history of resilience. Nazera Sadiq Wright, in Black Girlhood in the Nineteenth Century (2016), analyzes accounts of the experiences of black girls from what she refers to as “youthful” girlhood to the conscious or “prematurely knowing” (44) age of 18. Setting out to recover overlooked accounts of black girlhood during the nineteenth century, a tumultuous epoch of transition for the black community, Wright uses contemporaneous literary and visual texts such as black news

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Winfrey, Aliyah. "Sexual Not Sexualized: Remembering Black Girlhood Using Tactile Motion." Visual Arts Research 47, no. 1 (2021): 59–72. http://dx.doi.org/10.5406/visuartsrese.47.1.0059.

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Abstract Black girls live at the nexus of anti-Black racism, heteronormative patriarchy, and capitalism. They are placed in binaries of silent/loud, obedient/disruptive, and sexual/asexual. This research intends to nuance these binaries by integrating creative technologies to capture how affect and tactile motion can describe the full complexities of Black girlhood lived reality. This study explores how Black girl youth ages 18-21 in the southeastern United States affectively interpret their sexuality using tactile braiding of plastic lanyard string to remember their girlhood. It is necessary

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Young, Jemimah L., Jamaal R. Young, and Donna Y. Ford. "Standing in the Gaps: Examining the Effects of Early Gifted Education on Black Girl Achievement in STEM." Journal of Advanced Academics 28, no. 4 (2017): 290–312. http://dx.doi.org/10.1177/1932202x17730549.

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The purpose of this study was to explore the differential effects of access to gifted education on the mathematics and science achievement of fourth-grade Black girls. This study utilized mean difference effect sizes to examine the magnitude of differences between groups. By convention, White girls were included as a comparison group. Girls receiving gifted instruction and girls not receiving gifted instruction were the populations of interest ( N = 13,868). The mathematics results suggest that Black girls participating in gifted education statistically significantly outperform Black girls in

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Hernandez, Camille. "[ hoops ] [ gloss ] [ womb ] [ loss ]." Health Promotion Practice 26, no. 3 (2025): 421. https://doi.org/10.1177/15248399241309910.

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Each empty bracket [ ] is a rite of passage into womanhood for Black girls. The first two rites of passage are identity affirming rituals: receiving her first set of door knocker hoop earrings or putting on lip gloss for the first time. The second two rites of passage are created from the pain of growing up in misogynoir and navigating through adultification, sexual violence, and communal harm. The reader decides which words to put in the [ ] sections, determining the poem’s direction which rites they want Black girls to pursue. The reader’s choice determines the meaning and direction of the p

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Jennings, Kyesha. "City Girls, hot girls and the re-imagining of Black women in hip hop and digital spaces." Global Hip Hop Studies 1, no. 1 (2020): 47–70. http://dx.doi.org/10.1386/ghhs_00004_1.

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Through a hip hop feminist lens, how are we to interpret black girls’ and women’s self-identification in digital spaces that visibly resonate with new/remixed images? And more importantly, what happens when black female rap artists and their fan base disrupt, subvert or challenge dominant gender scripts in hip hop in order to navigate broader discourses on black female sexuality? Drawing on the work of Joan Morgan and hip hop feminist scholarship in general, this essay aims to offer a critical reading of ‘hot girl summer’. Inspired by Houston rapper Megan Thee Stallion’s lyrics on ‘Cash Shit’,

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Spencer, Ayanna De'Vante. "Epistemic Adultification: Clarifying the Pernicious Work of Black Girls as “Prematurely Knowing”." Women Gender and Families of Color 11, no. 1 (2023): 96–112. http://dx.doi.org/10.5406/23260947.11.1.05.

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Abstract In this essay, I conceptualize epistemic adultification as an important feature of adultification bias against Black girls in the United States. This socio-epistemic dimension of adultification is a pernicious move by adults to paint Black girls, negatively or positively, as “prematurely knowing” and thus “less innocent and more adultlike than their white peers.” Adult attribution of “prematurely knowing” is a socio-epistemic assessment of children and/or teenagers as knowing beyond an elusive conception of “age-appropriate, innocent knowledge.” I analyze two common contemporary mytho

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Rosario, R. Josiah, Imani Minor, and Leoandra Onnie Rogers. "“Oh, You’re Pretty for a Dark-Skinned Girl”: Black Adolescent Girls’ Identities and Resistance to Colorism." Journal of Adolescent Research 36, no. 5 (2021): 501–34. http://dx.doi.org/10.1177/07435584211028218.

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The current analysis explored the relevance of colorism among Black girls enrolled at a predominately Black, all-girls high school, with a specific focus on their identities and well-being. Fifty-nine Black girls ( Mage = 16.97) completed a survey and semi-structured interview. Results from a two-step quant-qual analysis indicate a strong positive association between rejecting colorist ideology and positive self-esteem. Open coding of semi-structured interviews showed that 75% ( n = 44) of the sample spontaneously mentioned colorist ideology when describing their racial and gender identities,

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Carter, Rona, Faheemah N. Mustafaa, and Seanna Leath. "Teachers’ Expectations of Girls’ Classroom Performance and Behavior: Effects of Girls’ Race and Pubertal Timing." Journal of Early Adolescence 38, no. 7 (2017): 885–907. http://dx.doi.org/10.1177/0272431617699947.

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Experiencing an early pubertal transition has been shown to increase the risk for internalizing and externalizing outcomes among girls. It is less clear how the expectations of other individuals can be critical determinants of vulnerability for early developers. This study used an experimental design to examine whether the expectations of teachers might be influenced by girls’ pubertal timing (early, on-time, late) and race (Black, White). Elementary school teachers ( N = 220; Mage = 43 years; 91% female; 84% White) were randomly shown behavior vignettes consisting of drawings of girls in vary

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Brown, Letisha Engracia Cardoso. "I See You, Girl." Girlhood Studies 17, no. 2 (2024): 35–50. http://dx.doi.org/10.3167/ghs.2024.170204.

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Abstract Teaching Black girl pedagogies is a way to truly see them in educational spaces, to see them in their fullness, recognizing their complex and entangled identities. Black feminism and womanism are foundational to Black girl pedagogical praxis, and work to push against misrepresentations of Black girls and Black girlhoods, as well as identify and challenge the linked processes of criminalization and adultification experienced by all Black children. Through my own experiences as a Black girl in the US K-12 education system I draw on Black feminism to highlight the importance of engaging

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Forsgren, La Donna L. "Violence, Ritual, and Vogue: Black Queer Feminist Praxis in Motion." MELUS 46, no. 4 (2021): 37–53. http://dx.doi.org/10.1093/melus/mlac004.

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Abstract As an unapologetically Black feminist artist, Ntozake Shange furthered the cause of black girl representation on Broadway stages with the 1976 debut of for colored girls who have considered suicide / when the rainbow is enuf. Shange’s award-winning choreopoem eschews the masculinist liberation discourse of the Black Power era and instead centers the concerns of Black girls within the freedom struggle. Using twenty poems interlaced with dance and music, Shange illuminates the subjectivity of seven “colored girls” who experience sexual, emotional, and physical violence in their communit

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Inniss-Thompson, Misha, Sheretta Butler-Barnes, Claudine Taaffe, and Taqiyyah Elliott. "“What Serves You”: Charting Black Girl Spaces for Wellness through Spirituality, Resistance, and Homeplace." Journal of African American Women and Girls in Education 2, no. 2 (2022): 37–64. http://dx.doi.org/10.21423/jaawge-v2i2a113.

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This qualitative study uses photovoice to illuminate 18 Black girls' (15 – 18 years old) descriptions and visualizations of mental health and wellness. Participants captured images of people, places, and symbols that represented being mentally healthy. Photos were used to elicit responses during semi-structured interviews. Data were analyzed using an iterative, flexible coding approach, which put the data in conversation with Black Girl Cartography, a conceptual framework highlighting the importance of places and spaces supporting Black girls. Our analyses suggest that participants defined men

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Ellis, Brittney, and Elizabeth Wrightsman. "An Anti-deficit Counter-story of a Black Girl’s Forms of Resilience in a Standards-based Mathematics Classroom." Journal of Urban Mathematics Education 17, no. 1 (2024): 48–83. http://dx.doi.org/10.21423/jume-v17i1a514.

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Scholars have called for critical research that positions Black girls in a positive light while centering their constructed meanings and resistance against stereotypes and dominant discourses in mathematics spaces, particularly in reform-oriented instructional contexts. Black girls may have to resist deficit master narratives about the intellectual ability of Black women and girls (macro-level) in moment-to-moment classroom interactions (micro-level). In this article, we tell an anti-deficit counter-story (Adiredja, 2019) of how sense-making and silence became forms of resilience for a Black g

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Martin, Molly A., Tori Thomas, Gary J. Adler, and Derek A. Kreager. "Are Feminine Body Weight Norms Different for Black Students or in Black Schools? Girls’ Weight-Related Peer Acceptance across Racialized School Contexts." Journal of Health and Social Behavior 61, no. 2 (2020): 239–58. http://dx.doi.org/10.1177/0022146520920599.

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Adolescent girls with overweight or obesity are less socially integrated than their thinner peers. We examine racial-ethnic differences in girls’ weight-related friendship patterns, especially noting Black–white distinctions given their different norms about the ideal feminine form. We also test whether schools with more Black students see diminished weight-related differences in peer integration for all girls and/or for Black girls. Using 1994–1995 data from the National Longitudinal Study of Adolescent to Adult Health, we predict the number of friendship nominations girls receive conditional

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Edwards, Erica B., and Natalie S. King. "“Girls Hold All the Power in the World”: Cultivating Sisterhood and a Counterspace to Support STEM Learning with Black Girls." Education Sciences 13, no. 7 (2023): 698. http://dx.doi.org/10.3390/educsci13070698.

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For far too long, schools have been violent places where Black girls are often adultified, overdisciplined, and overlooked. In school science and mathematics specifically, Black girls have been isolated, tokenized, and made to feel invisible. This qualitative study leveraged the Multidimensionality of Black Girls’ STEM Learning conceptual framework to explore the roles of two Black women middle school science and mathematics teachers on the STEM learning experiences of 12 Black girls who live in the U.S. Midwest and how the girls engage with culturally relevant lessons in an afterschool progra

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Halliday, Aria S. "Envisioning Black Girl Futures." Departures in Critical Qualitative Research 6, no. 3 (2017): 65–77. http://dx.doi.org/10.1525/dcqr.2017.6.3.65.

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Black girlhood exists in a world that is constantly trying to negate it. Black vernacular traditions, too, allow girls to be considered “fast” or “womanish” based on their perceived desire or sexuality. However, Black girlhood studies presents a space where Black girls can claim their own experiences and futures. This essay engages how Nicki Minaj's “Anaconda” is fertile ground to help demystify Black girls’ possibilities for finding sexual pleasure and self-determination. Using hip-hop feminism, I argue that “Anaconda” presents a Black feminist sexual politics that encourages agency for Black

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Odlum, Lakisha. "Towards an Understanding of Black Girls’ Digital Activism: What the Black Girls’ Literacy Framework Reveals About the Digital Literacy Practices of Adolescent Black Girls." Journal of African American Women and Girls in Education 4, no. 2 (2024): 159–77. http://dx.doi.org/10.21423/jaawge-v4i2a129.

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This qualitative study explored the digital literacy practices of adolescent Black girls who actively engaged on social media in the aftermath of the murders of Breonna Taylor and George Floyd. I employ intersectionality and the Black Girls’ Literacies (BGL) framework (Haddix & Muhammad, 2016) to analyze six qualitative interviews I conducted with adolescent Black girls who avidly used video sharing social media during that time. The data analysis aligned with the following components of the BGL Framework: Black girls’ literacies are intellectual, political, and critical. Moreover, the dat

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Yolanda Wisher. "frida & the black girls." MELUS: Multi-Ethnic Literature of the U.S. 35, no. 2 (2010): 37. http://dx.doi.org/10.1353/mel.0.0087.

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Coultas, Valerie. "Black Girls and Self‐esteem." Gender and Education 1, no. 3 (1989): 283–94. http://dx.doi.org/10.1080/0954025890010306.

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Stewart, Angela E. B. "The Black Girls' Computing Classroom." Interactions 31, no. 3 (2024): 62–64. http://dx.doi.org/10.1145/3656589.

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Gist, Conra D., Terrenda White, and Margarita Bianco. "Pushed to Teach: Pedagogies and Policies for a Black Women Educator Pipeline." Education and Urban Society 50, no. 1 (2017): 56–86. http://dx.doi.org/10.1177/0013124517727584.

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This research study examines the learning experiences of 11th- and 12th-grade Black girls participating in a precollegiate program committed to increasing the number of Teachers of Color entering the profession by viewing a teaching career as an act of social justice committed to educational equity. The pipeline functions as an education reform structure to disrupt pedagogies and policies that push Black girls out of educational spaces at disproportionate rates by instead pushing Black girls to teach. Critical race and Black feminist theories are utilized to analyze interviews from Black girls

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Jones, Sara. "Situative Black Girlhood Reading Motivations: Why and How Black Girls Read and Comprehend Text." Education Sciences 14, no. 5 (2024): 474. http://dx.doi.org/10.3390/educsci14050474.

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This study aims to illustrate the complex relationships between reading motivation and reading comprehension for Black girl readers. There is an urgent need for research that explicitly centers on the reading motivations of Black girls through a humanizing, asset-oriented lens. Through a Situative Black Girlhood Reading Motivations lens, which integrates a situative perspective on motivation and the tenets of Black Girlhood Studies, this multi-year study focuses on a group of Black girl readers participating in a summer reading program. Qualitative data, including video observations, student w

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Franklin-Phipps, Asilia. "Entangled Bodies: Black Girls Becoming-Molecular." Cultural Studies ↔ Critical Methodologies 17, no. 5 (2016): 384–91. http://dx.doi.org/10.1177/1532708616674993.

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Using Deleuze and Guattari’s concept of becoming alongside Massumi’s reading of A Thousand Plateaus (1992), I explore how Black girls become educated in the molar assemblage1 of schools: students, teachers, classrooms, bodies raced and gendered by the practices of White schooling. Through readings of narratives of Black girls, I examine how fixed notions of Blackness and girlhood are disrupted by girls becoming-molecular.2 Finally, I consider how Black girls are affected by White schooling spaces and how Black girls’ bodies shift and change schooling spaces by existing in them.

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Hope, Jeanelle Kevina. "An Ode to Black British Girls." Race and European TV Histories 10, no. 20 (2021): 34. http://dx.doi.org/10.18146/view.266.

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This article delves into Michaela Coel’s Chewing Gum, examining how the cultural text builds upon Black feminist media discourse, and intimately grapples with the nuances of Black women’s sexuality while explicitly challenging misogynoir. This work illustrates how Coel is helping develop a Black British cultural aesthetic that centers Black women’s liberation, specifically from an African immigrant perspective, by using satire, all the beauty, pain, and struggles that come with #blackgirlmagic, eccentric adornments, and ‘awkward’ ostentatious characters that at times play into racist images an

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