Academic literature on the topic 'Black women education'
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Journal articles on the topic "Black women education"
Turner, Castellano B., and William A. Darity. "Education and Family Planning among Black American Women." International Quarterly of Community Health Education 8, no. 2 (July 1987): 117–27. http://dx.doi.org/10.2190/e5np-cwrb-ardu-y6kn.
Full textWilliams, R. Y. "Black Women and Black Power." OAH Magazine of History 22, no. 3 (July 1, 2008): 22–26. http://dx.doi.org/10.1093/maghis/22.3.22.
Full textCole, Johnnetta B. "The Education and Endowment of Black Women." Equity & Excellence in Education 25, no. 2-4 (January 1991): 130–32. http://dx.doi.org/10.1080/1066568910250220.
Full textBrown, Candace S., J. James Cotter, Diane Dodd-McCue, and Amy G. Huebschmann. "Intrinsic Motivation among Black Women Triathletes." INTERNATIONAL JOURNAL OF MULTIPLE RESEARCH APPROACHES 11, no. 1 (April 30, 2019): 61–76. http://dx.doi.org/10.29034/ijmra.v11n1a3.
Full textJoseph, 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 (March 2017): 203–27. http://dx.doi.org/10.3102/0091732x16689045.
Full textLomotey, Kofi. "Research on the Leadership of Black Women Principals: Implications for Black Students." Educational Researcher 48, no. 6 (June 26, 2019): 336–48. http://dx.doi.org/10.3102/0013189x19858619.
Full textSmith, Yolanda. "Womanist Theology: Empowering Black Women through Christian Education." Black Theology 6, no. 2 (December 6, 2008): 200–220. http://dx.doi.org/10.1558/blth2008v6i2.200.
Full textBender, Eve. "Depression Education Must Address Needs of Black Women." Psychiatric News 42, no. 22 (November 16, 2007): 2–11. http://dx.doi.org/10.1176/pn.42.22.0002.
Full textByrd, DeAnnah R., Roland J. Thorpe, and Keith E. Whitfield. "EXPLORING SEX DIFFERENCES IN COGNITION IN OLDER BLACKS." Innovation in Aging 3, Supplement_1 (November 2019): S543. http://dx.doi.org/10.1093/geroni/igz038.1999.
Full textPorter, Margaret M., and Arline L. Bronzaft. "Do the Future Plans of Educated Black Women Include Black Mates." Journal of Negro Education 64, no. 2 (1995): 162. http://dx.doi.org/10.2307/2967239.
Full textDissertations / Theses on the topic "Black women education"
Gray, Brittany C. D. "Navigating colorism on campus| The experiences of Black, Black biracial, and Black multiracial women in college." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10254708.
Full textThe purpose of this qualitative study was to explore the ways in which Black, Black biracial, and Black multiracial women experienced and navigated colorism in college. This is an important topic to explore given that colorism, or skin tone bias, has been found to impact the emotional, psychological, and social well-being of people of color. One-on-one interviews were used to gather data from 10 participants. Four themes emerged from the data analysis: (a) White colorism; (b) Colorism is ingrained in Black culture; (c) Emotional and psychological responses to colorism; and (d) Education is key. These four themes represent the participants’ experiences with colorism and provide insight into the ways they navigated encounters with colorism. This study adds to the research on colorism in higher education and offers implications for practice and directions for research.
Watkins, Portia L. "Black Women Faculty: Portraits of Othermothering." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535634706111088.
Full textHargett, Temetria D. "Career vs. marriage : perceptions of professional Black women employed in higher education /." View online, 2008. http://repository.eiu.edu/theses/docs/32211131458569.pdf.
Full textMauro, Alta Thornton. "Identity (Re)Determination among Upwardly-Mobile Black Women." Thesis, The University of North Carolina at Greensboro, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10640538.
Full textThousands of Black women in America are experiencing upward mobility, defined for the purpose of this study as moving into a higher socioeconomic status than one’s parents, guardians, or whomever raised them. As research indicates, these women may experience the strain of upward mobility more acutely than men or those of other races, given their identities as both women and racial minorities. The purpose of this qualitative research study was to explore Black women’s journeys of upward mobility, and to contribute to what we know about their experiences, specifically, any shifts in their perceptions of self resulting from upward mobility. I explored the ways that Black women conceptualize changes in their socioeconomic status alongside potential changes in their identity following a change in socioeconomic status. The sample included ten self-identified African-American women who self-identify as upwardly-mobile. The primary methods of data collection were in-depth interviews, focus groups, limited email exchanges during member-checks, and field notes. Evidence from this study suggests that a part of upwardly-mobile Black women’s socialization in Black families and communities was recognizing that their identities had been overdetermined, or determined for them, by others in those communities. The women were expected to be hyper-performers, meeting and exceeding high expectations. Being a hyper-performer would position them for success in new spaces where a different value system prevailed. A critical part of maintaining their sense of self as they pivoted between these differing value systems was, in fact, recognizing that their identity had been overdetermined again, this time by people who did not share the communal, Black values under which they had been socialized. Redetermining their identity for themselves would mean reframing their expectations of themselves and others, and finding ways to attend to their mental, spiritual, and emotional needs in lieu of having ample culturally-sensitive models from which to draw inspiration.
Parker, Marcia Lynne. "Learning from their Journey: Black Women in Graduate Health Professions Education." Digital Commons at Loyola Marymount University and Loyola Law School, 2020. https://digitalcommons.lmu.edu/etd/936.
Full textShahid, Kyra T. "Finding Eden: How Black Women Use Spirituality to Navigate Academia." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1398960840.
Full textRoane, Tanya. "The Experiences of Young African American Women Principals." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/511.
Full textPorterfield, Laura Krstal. "Hidden in plain sight: Young Black women, place, and visual culture." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/238388.
Full textPh.D.
Hidden curriculum scholars have long since recognized the function of the visual in shaping the educational experiences of youth. Scholars have noted that the hidden curriculum of schooling has functioned as a primary socialization mechanism to reproduce capitalism, the state, gender, racial, and class-based inequalities. Today, urban high school spaces present both invisible and visible curricula that are shaped not only by the many images that comprise a school's visual culture, but also by the wider visual landscape. This is of particular import for working-class young Black women who are often framed and seen as social and economic problems within the discourse on urban schools/urban school failure. This discourse teaches. It is taught in and through the everyday visual texts, spaces, and places young Black women navigate to the point that the discourse linking Black femaleness, poverty, and failure becomes natural/normal. It is normalized to the point that it becomes "hidden in plain sight." The simultaneous transparency and invisibility of knowledge presents urban educators concerned about the Black girl and other youth of color with three intersecting problems. First, the educative role of the visual has been underexplored in the research literature on urban schools/urban schooling. Second, within the context of urban schools, we do not know enough about if and or how the educative role of the visual shapes young Black women's relationship with teaching and learning. Third, we do not know if or how the contentious relationship between visual learning inside and visual learning outside of school shapes young Black women's relationship with education as a formal institution and or a process. Given these three intersecting problems, this dissertation project centers on examining the educative impacts of place, visual culture, and design in an effort to fill the gap in the scholarship regarding this portion of the educational experiences of young Black women. Using visual ethnography and discourse analysis as primary methods, I engage a group of five primary student participants who attend a non-traditional, design-focused science and technology magnet school where they are one of the largest student cohorts. Einstein 2.0 is an instance of a progressive, non-normative, small learning community that is attentive to the power of the visual in shaping the teaching and learning experiences, especially for youth of color. In this way, it is a case that can help us better understand the challenges, opportunities, and complexities of harnessing the visual in the urban school context. In this study I argue that by creating a safe and emotionally engaging environment that rejects using punitive disciplinary frameworks and pseudo-factory/pseudo-prison design, Einstein's visual and school culture gave rise to an increased sense of emotional readiness for both producing and receiving knowledge that stands in sharp contrast to the more traditional ways urban schools often approach managing and controlling its student(s') body(ies). Given the increased role of the visual in shaping teaching and learning for youth in the 21st century urban context and the persistent link between young Black women and urban educational/societal failure, having the emotional readiness to deal with these challenges is crucial to their self-definitions (Collins, 2000) and internal motivation to reject and or exceed societal expectations. Using Einstein's approach to visual and organizational culture as a model, I make specific recommendations for educators tasked with or concerned about creating engaging school spaces for young Black women and other youth of color. These recommendations demand further attention to the ways that the visual, spatial, and emotional interact to contour the educational experiences and consumption practices of youth in urban America today.
Temple University--Theses
Mainah, Fredah. "The Rising of Black Women in Academic Leadership Positions in USA| Lived Experiences of Black Female Faculty." Thesis, The Chicago School of Professional Psychology, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10105986.
Full textThis phenomenological feminist study aimed to describe the lived experiences of Black female faculty in leadership positions in higher education. Black female academic leaders find it challenging to celebrate their individual leader development, work effort and success independent of historical marginalization, Affirmative Action, stereotypes, and tokenism among other stigmas. The group of faculty that was interviewed consisted of two deans and one associate dean, two department chairs who were also full professors, four full professors, five associate professors, two assistant professors, two faculty specialists, and two long serving adjunct professors. The group responses were used as the data that was then coded and emerging patterns were categorized into themes. In response to the research questions and from the findings, using the recurrent themes of challenges, gender and racism, success, mentoring and coping strategies, three conclusions were drawn: exclusion and discounting cause stress levels to rise and also contribute to lowered self-confidence and increased self-doubt; in the long term, the definition of success evolves and becomes less about academic expectations and more about authenticity and personal values; and having a mentor in higher education contributes to better chances of being appointed to leadership positions. Recommendations to specific departments include rewarding and recognizing as part of faculty evaluation the extra service Black female faculty add to their heavy workloads as they serve and mentor Black and minority students.
Davis, Adrianne Musu. "“Can’t I be Black and smart?”: Examining the experiences of Black high-achieving college women inside and outside the classroom." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/427517.
Full textPh.D.
This study examines the experiences of high-achieving talented undergraduate Black women inside and outside the classroom at a predominantly white urban university. Much of the higher education research studies how college affects students and how they develop psychosocially during their undergraduate experience. Using a series of semi-structured qualitative interviews with undergraduate honors students, this study examines how Black women make meaning around their experiences in their social and academic lives at college. Intersectionality is used as a theoretical framework to analyze participants’ experiences and to consider the salience of their intersecting racial, gender, and academic identities. Results indicated that inside the classroom participants were spotlighted and felt they were the representatives for their identity groups. In campus life, they were isolated and faced microaggressions from peers. Participants described their intersectional race x gender x academic identity as most salient in their experiences at college. Implications discuss strategies for creating more inclusive academic and social environments and future research for high-achieving undergraduate Black women.
Temple University--Theses
Books on the topic "Black women education"
Race, gender and educational desire: Black feminist thought in education. London : New York, NY: Routledge, 2009.
Find full textPhillips, Coretta. The voices of young black women in education. Manchester: Department of Social Policy and Social Work, University of Manchester, 1990.
Find full textBirmingham), Black women in education (day conference) (1989. Black women in education: Day conference, 4th March 1989. [s.l.]: [s.n.], 1989.
Find full textA whole-souled woman: Prudence Crandall and the education of Black women. New York: W.W. Norton, 1990.
Find full textHigginbotham, Elizabeth. The on-going struggle: Education and mobility for Black women. Memphis, Tenn: Center for Research on Women, Memphis State University, 1987.
Find full textHigginbotham, Elizabeth. The on-going struggle: Education and mobility for Black women. Memphis, Tenn: Center for Research on Women, Memphis State University, 1987.
Find full textHenry, Annette. "Taking back control" toward an Afrocentric womanist standpoint on the education of Black children. Ottawa: National Library of Canada, 1993.
Find full textMoses, Yolanda T. Black women in academe: Issues and strategies. Washington, D.C: Project on the Status and Education of Women, Association of American Colleges, 1989.
Find full textMoses, Yolanda T. Black women in academe: Issues and strategies. Washington, D.C: Project on the Status and Education of Women, Association of American Colleges, 1989.
Find full textEntre Brasil e África: Construindo conhecimento e militância. Belo Horizonte, MG: Mazza Edições, 2011.
Find full textBook chapters on the topic "Black women education"
Esnard, Talia, and Deirdre Cobb-Roberts. "Black Women in Higher Education: Toward Comparative Intersectionality." In Black Women, Academe, and the Tenure Process in the United States and the Caribbean, 99–133. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89686-1_4.
Full textWright, Cecile, Uvanney Maylor, and Valerie Watson. "Black Women Academics and Senior Managers Resisting Gendered Racism in British Higher Education Institutions." In Black Women's Liberatory Pedagogies, 65–83. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-65789-9_4.
Full textMlambo, Yeukai Angela. "Black African Women in Engineering Higher Education in South Africa." In Gender Equity in STEM in Higher Education, 158–73. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003053217-121.
Full textEsnard, Talia, and Deirdre Cobb-Roberts. "The Stony Road We Trod: Black Women, Education, and Tenure." In Black Women, Academe, and the Tenure Process in the United States and the Caribbean, 1–46. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89686-1_1.
Full textZulu, Ncamisile Thumile. "Black Women Professors in South African Universities: Advancing Social Justice." In Social Justice and Education in the 21st Century, 221–40. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65417-7_12.
Full textWillis, Tasha Y. "Microaggressions and Intersectionality in the Experiences of Black Women Studying Abroad through Community Colleges: Implications for Practice." In International Education at Community Colleges, 127–41. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-53336-4_9.
Full textCommodore, Felecia, Dominique J. Baker, and Andrew T. Arroyo. "Depicting Black Women Students in American Higher Education." In Black Women College Students, 1–31. Routledge, 2018. http://dx.doi.org/10.4324/9781315620244-1.
Full text"The History of Black Education." In Uplifting the Women and the Race, 39–55. Routledge, 2013. http://dx.doi.org/10.4324/9780203054383-9.
Full text"White feminism, black women and schooling." In The Politics Of Multiracial Education, 63–72. Routledge, 2013. http://dx.doi.org/10.4324/9780203061091-12.
Full textFlournoy, Bonita. "Black Women and Science in Higher Education." In Critical Research on Sexism and Racism in STEM Fields, 170–80. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0174-9.ch010.
Full textConference papers on the topic "Black women education"
Rankin, Yolanda A., and Jakita O. Thomas. "The Intersectional Experiences of Black Women in Computing." In SIGCSE '20: The 51st ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3328778.3366873.
Full textHowell, Cathy D. "Doctoral Degree Completion: Black Women and the Role of Faculty." In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 2018. http://dx.doi.org/10.1109/fie.2018.8658876.
Full textRoss, Monique, and Allison Godwin. "Stories of Black women in engineering industry — Why they leave." In 2015 IEEE Frontiers in Education Conference (FIE). IEEE, 2015. http://dx.doi.org/10.1109/fie.2015.7344116.
Full textHyater-Adams, Simone, Tamia Williams, Claudia Fracchiolla, Noah D. Finkelstein, and Kathleen A. Hinko. "Applying a Racialized Physics Identity Framework for Black Women From Different Nationalities." In 2017 Physics Education Research Conference. American Association of Physics Teachers, 2018. http://dx.doi.org/10.1119/perc.2017.pr.041.
Full textQuichocho, Xandria R., Erin M. Schipull, and Eleanor W. Close. "Understanding physics identity development through the identity performances of Black, Indigenous, and women of color and LGBTQ+ women in physics." In 2020 Physics Education Research Conference. American Association of Physics Teachers, 2020. http://dx.doi.org/10.1119/perc.2020.pr.quichocho.
Full textRunzhi, Wu. "Analysis on the Awakening of Black Women in The Color Purple." In Proceedings of the 5th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icelaic-18.2018.116.
Full textSteinbach, Theresa, James White, and Linda Knight. "Encouraging Minority Enrollment in IT Degree Programs through Participatory Organizations." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2576.
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