Journal articles: 'Black women education'

1

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 text

Abstract:

The factors which relate to family planning and fertility-related attitudes and practices among black Americans are not well understood. This study evaluates the importance of three demographic factors (level of education, age, and region) in predicting such fertility related variables. Black women between the ages of fifteen and forty-five ( N = 1,074) living in either a northern or a southern city were interviewed. The fertility-related variables included knowledge of, attitudes toward, and usage of various family planning methods; desired, ideal, and actual family size; and fears of race genocide. Using a three-factor (education, age, and region) Analysis of Variance for each of the dependent variables, education emerged as the most powerful and the only consistent predictor of the several fertility-related variables. Only desired number of children was unrelated to level of education. Such findings provide support for the contention that black fertility levels would be the same as that among whites, if access to equal educational opportunity were available to Blacks.

APA, Harvard, Vancouver, ISO, and other styles

2

Williams, 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 text

APA, Harvard, Vancouver, ISO, and other styles

3

Cole, 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 text

APA, Harvard, Vancouver, ISO, and other styles

4

Brown, 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 text

APA, Harvard, Vancouver, ISO, and other styles

5

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 (March 2017): 203–27. http://dx.doi.org/10.3102/0091732x16689045.

Full text

Abstract:

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 and girls’ persistence in mathematics, and that combined, these factors can culminate into a more robust mathematics identity for Black women and girls. A robust mathematics identity, in turn, is an aspect of self-actualization that is needed for persistence, engagement, and sustained success in the pursuit of a mathematics doctoral degree. New questions, paradigms, and ways of examining the experiences of Black women and girls in mathematics to advance further knowledge that will inform policy are identified and discussed as a future research agenda.

APA, Harvard, Vancouver, ISO, and other styles

6

Lomotey, 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 text

Abstract:

In this exploratory review, I consider research on Black women principals for the period 1993 to 2017, using 57 research reports obtained from dissertations, journal articles, and a book chapter. This exploration is of particular significance given the continuous disenfranchisement and subsequent underachievement of Black children in U.S. schools and the importance of black women principals in addressing this quagmire. I highlight the methodological and theoretical traits of these studies, single out overstressed approaches, and highlight the most significant gaps in research on Black women principals. Major findings are (1) the large majority of studies on Black women principals appear in dissertations; (2) researchers studying Black women principals explore the lived experiences of Black women principals (e.g., race, gender) and aspects of the leadership of these women (e.g., transformational leadership); (3) the most common theoretical framework in these studies is Black Feminist Thought, followed by Critical Race Theory and Standpoint Theory; (4) all of the studies employed qualitative methods, while a few also included quantitative methods; (5) the principals who were studied served in elementary, middle, and high schools; and (6) spirituality, race, and gender are important to these leaders. Following a discussion of the findings, I conclude with implications for (1) future research, (2) the preparation of aspiring principals, and (3) the professional development of practicing principals.

APA, Harvard, Vancouver, ISO, and other styles

7

Smith, 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 text

APA, Harvard, Vancouver, ISO, and other styles

8

Bender, 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 text

APA, Harvard, Vancouver, ISO, and other styles

9

Byrd, 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 text

Abstract:

Abstract Previous literature suggest that women experience more dementia than men. However, it is unclear what accounts for these differences and whether sex differences exist among Blacks over time. We hypothesize that Black women will have worse cognitive outcomes than men and smoking may potentially explain these differences. Longitudinal data from the Baltimore Study of Black Aging-Patterns of Cognitive Aging was used to assess cognitive change over 33 months in five domains. The sample consisted of 602 community-dwelling Blacks, aged 48-92 years at baseline and 450 at follow-up. Findings indicated that Black women reported better vocabulary, working and verbal memory than Black men, controlling for age, education, smoking, and health status. These findings suggest that Black women may have some cognitive advantages in mid to later life compared to Black men. Future research should continue exploring longitudinal sex differences in cognitive domains among Blacks and the underlying drivers of these differences.

APA, Harvard, Vancouver, ISO, and other styles

10

Porter, 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 text

APA, Harvard, Vancouver, ISO, and other styles

11

Houle, Brian C. "Measuring Distributional Inequality: Relative Body Mass Index Distributions by Gender, Race/Ethnicity, and Education, United States (1999–2006)." Journal of Obesity 2010 (2010): 1–12. http://dx.doi.org/10.1155/2010/959658.

Full text

Abstract:

Few studies consider obesity inequalities as a distributional property. This study uses relative distribution methods to explore inequalities in body mass index (BMI; kg/m2). Data from 1999–2006 from the National Health and Nutrition Examination Survey were used to compare BMI distributions by gender, Black/White race, and education subgroups in the United States. For men, comparisons between Whites and Blacks show a polarized relative distribution, with more Black men at increased risk of over or underweight. Comparisons by education (overall and within race/ethnic groups) effects also show a polarized relative distribution, with more cases of the least educated men at the upper and lower tails of the BMI distribution. For women, Blacks have a greater probability of high BMI values largely due to a right-shifted BMI distribution relative to White women. Women with less education also have a BMI distribution shifted to the right compared to the most educated women.

APA, Harvard, Vancouver, ISO, and other styles

12

RALEY, R. KELLY. "Black-White Differences in Kin Contact and Exchange Among Never Married Adults." Journal of Family Issues 16, no. 1 (January 1995): 77–103. http://dx.doi.org/10.1177/019251395016001005.

Full text

Abstract:

This research uses the National Survey of Families and Households to explore Black-White differences in kin contact and exchange among unmarried young adults. Many significant differences between Blacks and Whites are found in both the descriptive statistics and in regression models that control for education, employment, and area of residence. This article also investigates the role of premarital fertility in race differences for women. Unmarried Black men and women are more likely than Whites to be living with relatives, especially nonnuclear relatives. In addition, Black women contact mothers and siblings and socialize with relatives more often than White women. However, Blacks are less likely to exchange aid with any relative, although they are more likely to exchange aid with relatives other than their parents.

APA, Harvard, Vancouver, ISO, and other styles

13

Chargois, Josephine A., Darlene Clark Hine, Elsa Barkley Brown, and Rosalyn Terborg-Penn. "Black Women in America: An Historical Encyclopedia." Journal of Negro Education 63, no. 2 (1994): 267. http://dx.doi.org/10.2307/2967388.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Mirza, Heidi Safia. "Transcendence over Diversity: Black Women in the Academy." Policy Futures in Education 4, no. 2 (June 2006): 101–13. http://dx.doi.org/10.2304/pfie.2006.4.2.101.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Simon, Marsha. "STEMming Within a Double Minority: How the Impostor Syndrome Affects Black Women Ph.D. Students." International Journal of Multiple Research Approaches 12, no. 2 (August 31, 2020): 185–201. http://dx.doi.org/10.29034/ijmra.v12n2a2.

Full text

Abstract:

In this mixed methods research study, I used P. H. Collins’s (2000) Black feminist epistemology to examine how the impostor syndrome influenced the experiences of Black women students pursuing doctoral studies in science, technology, engineering, and mathematics (STEM). To analyze the difference between the levels of the impostor syndrome reported by Black Ph.D. women students and the levels of the impostor syndrome reported by non-Black women Ph.D. students, participants (n = 216) completed the Clance Impostor Phenomenon scale in the quantitative phase. I conducted interviews with 10 Black women as well as a follow-up focus group interview (n = 5) in the qualitative phase. There was no statistically significant difference in the scores of the Black women Ph.D. students compared to other Ph.D. students. Constant comparative analysis of the qualitative data generated five themes used to integrate findings from the quantitative phase to explicate the intersectionality among race, gender, and the impostor syndrome in STEM fields.

APA, Harvard, Vancouver, ISO, and other styles

16

Nyachae, Tiffany M. "Complicated contradictions amid Black feminism and millennial Black women teachers creating curriculum for Black girls." Gender and Education 28, no. 6 (August 24, 2016): 786–806. http://dx.doi.org/10.1080/09540253.2016.1221896.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Acosta, Melanie M. "The Paradox of Pedagogical Excellence Among Exemplary Black Women Educators." Journal of Teacher Education 70, no. 1 (October 24, 2018): 26–38. http://dx.doi.org/10.1177/0022487118808512.

Full text

Abstract:

Research has documented that effective Black educators ignite the torch and light the path toward effectively meeting the needs of all students, particularly African American. However, descriptions of “highly qualified” teachers often ignore the critical insights and practices that undergird the success of Black teachers, and one consequence of this pedagogical negligence has been the professional alienation of effective Black female educators. This article shares findings from a study with five community-nominated Black female teachers, and uses the theories of intersectionality and positionality, along with discourse analysis, to investigate the groups’ perceptions of their professional positionality. Findings reveal a distinctive narrative in which participants expressed being positioned in ways that reflect negative stereotypical images of Black women despite their effectiveness in promoting student success. Implications and recommendations for teacher effectiveness research, teacher preparation, and teacher quality policy are included.

APA, Harvard, Vancouver, ISO, and other styles

18

Henry, Tamara. "Reimagining Religious Education for Young, Black, Christian Women: Womanist Resistance in the Form of Hip-Hop." Religions 9, no. 12 (December 11, 2018): 409. http://dx.doi.org/10.3390/rel9120409.

Full text

Abstract:

How might the black church and womanist scholarship begin to re-imagine religious education in ways that attends more deliberately to the unique concerns and interests of younger black, Christian women? Throughout the history of the black church, despite being marginalized or silenced within their varied denominations, black women have been key components for providing the religious education within their churches. However, today, in many church communities, we are seeing a new, emerging trend whereby young, black, Christian women are opting out of traditional approaches to religious education. They view contemporary church education as insufficient to address their contrasting range of real-life difficulties and obstacles. Instead, these young women have been turning to the work of contemporary black female hip-hop artists as a resource for religious and theological reflection. Drawing from focus groups conducted with young black female seminarians and explored through the lens of womanist theory, I argue this trend is forming a new, legitimate type of religious education where the work of artists such as Beyoncé and Solange are framing an unrecognized womanist, spirituality of resistance for young black women. Both religious educators and womanist scholars need to pay attention to this overlooked, emerging trend. Respectively, I suggest religious education and womanist scholarship would benefit by considering new resources for religious, theological, and pedagogical reflection, one that is emerging out of young black women’s engagement with the art and music of specific black female artists within hip-hop.

APA, Harvard, Vancouver, ISO, and other styles

19

Gooden, Mark Anthony, Cathryn A. Devereaux, and Nia E. Hulse. "#BlackintheIvory: culturally responsive mentoring with black women doctoral students and a black male mentor." Mentoring & Tutoring: Partnership in Learning 28, no. 4 (August 7, 2020): 392–415. http://dx.doi.org/10.1080/13611267.2020.1793083.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Henry, Annette. "Thoughts on Black Women in the Workplace." Urban Education 35, no. 5 (December 2000): 520–24. http://dx.doi.org/10.1177/0042085900355002.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Dr. Raindrop Wright, Dr Dhiffaf Ibrahim Al-Shwillay,. "Property and Possession in Gayl Jones’s Novel Corregidora: A Study in African American Literature and Literary Theory." Psychology and Education Journal 58, no. 1 (January 15, 2021): 5625–35. http://dx.doi.org/10.17762/pae.v58i1.1967.

Full text

Abstract:

the traumatic memory of their ancestors. The novel navigates sites of trauma, memory, and blues music while resisting the bourgeoisie-capitalist relationships that permeated not only white society but also African American communities. Jones’s novel presents the plight of an African American woman, Ursa, caught between the memory of her enslaved foremothers and her life in an emancipated world. The physical and spiritual exploitation of African American women who bear witness to the history of slavery in Corregidora materializes black women’s individuality. This article is framed by trauma studies as well as the Marxists’ concepts of commodification, accumulation, and production. Ursa, one of the Corregidora women, represents a commodified individual in her own community. However, in Ursa, Jones writes a blacks woman’s voice that undermines, interrupts, and destabilizes the patriarchal dynamic of America. Corregidora is a novel that forms from a black women’s perspective that refuses the enslavement of African American women’s bodies, hi/stories, and voices (both during and post-slavery).

APA, Harvard, Vancouver, ISO, and other styles

22

FORDHAM, SIGNITHIA. "“Those Loud Black Girls”: (Black) Women, Silence, and Gender “Passing” in the Academy." Anthropology & Education Quarterly 24, no. 1 (March 1993): 3–32. http://dx.doi.org/10.1525/aeq.1993.24.1.05x1736t.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Neal-Jackson, Alaina. "A Meta-Ethnographic Review of the Experiences of African American Girls and Young Women in K–12 Education." Review of Educational Research 88, no. 4 (March 5, 2018): 508–46. http://dx.doi.org/10.3102/0034654318760785.

Full text

Abstract:

There has been a paucity of research on the educational experiences of young Black women in U.S. K–12 education. Although both Black male and female students experience constrained opportunities to learn, the popular and academic conversation has almost unilaterally focused on the plight of Black boys and men. Drawing on critical race theory, this meta-ethnographic literature review synthesizes what is currently known about the advantages and obstacles young Black women encounter within public schooling contexts given their marginalized racial and gender identities. The data were drawn from a careful systematic search of electronic databases, key journals, books, and the reference lists of key articles, which yielded 37 sources for review. The analysis revealed that school officials positioned young Black women to be undisciplined in their academic habits and unequivocally misaligned with school norms. As such, they were viewed as unapproachable, unteachable, and ultimately fully responsible for the limited academic opportunities they experienced. On the other hand, young Black women spoke of themselves as highly ambitious and driven learners. They felt unfairly handicapped in their pursuit of educational and occupational success at the hands of school officials who misconstrued their identities, and given institutional policies that targeted them and failed to meet their needs. The review discusses implications of these varied perspectives in viewing the school experiences of young Black women and offers future directions for study and practice.

APA, Harvard, Vancouver, ISO, and other styles

24

Woodley, Xeturah M. "Voices in the Desert." International Journal of Bias, Identity and Diversities in Education 4, no. 2 (July 2019): 1–13. http://dx.doi.org/10.4018/ijbide.2019070101.

Full text

Abstract:

The experiences of Black women educators are important, and yet their personal and professional experiences are rarely included as part of the faculty narrative at most North American higher education institutions. The continued normalization of White Supremacy and androcentricity, within North American higher education, maintain systems of oppression that perpetuate the systematic marginalization of Black women within the faculty ranks. The purpose of this study was to understand the experiences of Black women educators in New Mexico's higher education institutions. With a grounding in Black Womanist and Critical Race Theories, this qualitative research study employed snowball sampling as a means to engage ten Black women faculty members, via semi-structured interviews, in critical inquiry about their professional experiences with higher education. Study participants testified about experiences with microaggressions, discrimination, and racial battle fatigue as well as feeling intellectual, campus, and community isolation.

APA, Harvard, Vancouver, ISO, and other styles

25

Yamaguchi, Ryoko, and Jamika D. Burge. "Intersectionality in the narratives of black women in computing through the education and workforce pipeline." Journal for Multicultural Education 13, no. 3 (August 12, 2019): 215–35. http://dx.doi.org/10.1108/jme-07-2018-0042.

Full text

Abstract:

Purpose The purpose of this study is to investigate the narratives of 93 Black women in computing in the USA to identify salient themes that are at the intersection of race and gender in the field of computer science. Design/methodology/approach The study uses a multi-method approach with a survey to describe the sample and a series of focus groups for in-depth analysis of themes. The qualitative methodology uses a grounded theory and consensual qualitative research approach with a research team that includes computer scientists and social scientists to collect and analyze data. Given the highly technical field of computer science and the intersectional experiences of the participants, this approach was optimal to capture and code data through the lens of Black women in computing. Findings The authors found four main themes that represented specific needs for Black women in the computing community. The first is the importance of linking Black women in computing (i.e. their recruitment, retention and career growth) to the bottom line of organizational and personal accountability. The second is effective cultural and educational supports for Black women in computing across pathways, starting in middle school. The third is to provide leadership development as a part of their educational and workplace experience. The fourth is a collection of empirical research and scholarship about and for Black women as a part of the computing literature. Originality/value Black women comprise one of the most underrepresented subgroups in the area of computer science in the USA. There is very little research about Black women in computing. To promote broadened participation in computing, there is a critical need to understand the narratives of successful Black women in the space.

APA, Harvard, Vancouver, ISO, and other styles

26

Mabokela, Reitumetse Obakeng. "Reflections of Black Women Faculty in South African Universities." Review of Higher Education 25, no. 2 (2002): 185–205. http://dx.doi.org/10.1353/rhe.2002.0004.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Bertrand Jones, Tamara, La'Tara Osborne-Lampkin, Shawna M. Patterson, and Danielle Joy Davis. "Creating a “Safe and Supportive Environment:” Mentoring and Professional Development for Recent Black Women Doctoral Graduates." International Journal of Doctoral Studies 10 (2015): 483–99. http://dx.doi.org/10.28945/2305.

Full text

Abstract:

Formal structures that support doctoral student socialization are limited, while formal programs for Black women doctoral students specifically are even more scarce. The purpose of this research was to examine an early career professional development program for Black women doctoral students and its influence on the mentoring relationships developed by participants. We conducted individual interviews with six Black women who participated in the Research BootCamp®, an early career professional development program, as doctoral students. Two salient features of the program were identified, including its structure and intentional focus on intersectionality. Our findings also indicate that early career professional development provided opportunities for participants to develop sustainable mentoring relationships. The formal structure of the Research BootCamp® facilitated Black women doctoral students in developing mentoring networks through continued engagement with senior scholars and peers, provided social support, created outlets for professional development, built research capacity, and contributed to Black women’s overall socialization to the academy.

APA, Harvard, Vancouver, ISO, and other styles

28

Jackson, Chandra L., Moyses Szklo, Hsin-Chieh Yeh, Nae-Yuh Wang, Rosemary Dray-Spira, Roland Thorpe, and Frederick L. Brancati. "Black-White Disparities in Overweight and Obesity Trends by Educational Attainment in the United States, 1997–2008." Journal of Obesity 2013 (2013): 1–9. http://dx.doi.org/10.1155/2013/140743.

Full text

Abstract:

Background. Few studies have examined racial and educational disparities in recent population-based trends.Methods. We analyzed data of a nationally representative sample of 174,228 US-born adults in the National Health Interview Survey from 1997 to 2008. We determined mean BMI trends by educational attainment and race and black-white prevalence ratios (PRs) for overweight/obesity (BMI > 25 kg/m2) using adjusted Poisson regression with robust variance.Results. From 1997 to 2008, BMI increased by ≥1 kg/m2in all race-sex groups, and appeared to increase faster among whites. Blacks with greater than a high school education (GHSE) had a consistently higher BMI over time than whites in both women (28.3 ± 0.14 to 29.7 ± 0.18 kg/m2versus 25.8 ± 0.58 to 26.5 ± 0.08 kg/m2) and men (28.1 ± 0.17 kg/m2to 29.0 ± 0.20 versus 27.1 ± 0.04 kg/m2to 28.1 ± 0.06 kg/m2). For participants of all educational attainment levels, age-adjusted overweight/obesity was greater by 44% (95% CI: 1.42–1.46) in black versus white women and 2% (1.01–1.04) in men. Among those with GHSE, overweight/obesity prevalence was greater (PR: 1.52; 1.49–1.55) in black versus white women, but greater (1.07; 1.05–1.09) in men.Conclusions. BMI increased steadily in all race-sex and education groups from 1997 to 2008, and blacks (particularly women) had a consistently higher BMI than their white counterparts. Overweight/obesity trends and racial disparities were more prominent among individuals with higher education levels, compared to their counterparts with lower education levels.

APA, Harvard, Vancouver, ISO, and other styles

29

Curtis, Sharon. "Black women’s intersectional complexities." Management in Education 31, no. 2 (April 2017): 94–102. http://dx.doi.org/10.1177/0892020617696635.

Full text

Abstract:

Recent educational literature has produced a plethora of gendered experiences encountered by women working towards leadership positions in education. Gender plays a complex role that shapes the relationship between perceived ideals of womanhood and leadership. This paper focuses on the variations in leadership and management distributed in the early years and the competencies needed in areas of socio-economic deprivation. The paper has focused on the findings taken from a research study (2014) that involved the lived experience of eight black women leaders within the UK. The study by Curtis (published 2014, see text for details) highlights a number of demanding complexities that do include gendered assumptions relating to the role of leadership within educational establishments. These issues pertain to certain identifying factors, such as a leader’s accent or choice of dress and traditional hairstyles (e.g. braids, afro, dreads or weaves). Alongside women’s choice of food, including any personal dietary requirements linked to religious beliefs, are areas that identify black women leaders with identities separate from those dominant within society. Such ideals may include a prescriptive view of women as leaders. The road to leadership demands a crescendo of shared voices and visions that support the diversity in the expression of women’s values, shaped by their perception, intuitive lenses, worldviews and lived experiences. This paper is intended to present black women’s intersections as one in which black women share skilfully their biculturalism and their abilities to act as a bridge for others sharing their cultural competencies.

APA, Harvard, Vancouver, ISO, and other styles

30

Junne, George. "Black Women on AFDC and the Struggle for Higher Education." Frontiers: A Journal of Women Studies 10, no. 2 (1988): 39. http://dx.doi.org/10.2307/3346469.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Owen, John D. "Education and welfare incidence among black women: Changes over time." Economics of Education Review 13, no. 4 (January 1994): 337–53. http://dx.doi.org/10.1016/s0272-7757(05)80057-3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Aiken, Lolita Chappel, Ronald M. Cervero, and Juanita Johnson-Bailey. "Black Women in Nursing Education Completion Programs: Issues Affecting Participation." Adult Education Quarterly 51, no. 4 (August 2001): 306–21. http://dx.doi.org/10.1177/07417130122087313.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Sharpe, Patricia, F. E. Mascia-Lees, and C. B. Cohen. "White Women and Black Men: Differential Responses to Reading Black Women's Texts." College English 52, no. 2 (February 1990): 142. http://dx.doi.org/10.2307/377441.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Chiles Shaffer, Nancy, Eleanor M. Simonsick, Roland J. Thorpe, and Stephanie A. Studenski. "The Roles of Body Composition and Specific Strength in the Relationship Between Race and Physical Performance in Older Adults." Journals of Gerontology: Series A 75, no. 4 (December 11, 2019): 784–91. http://dx.doi.org/10.1093/gerona/glz103.

Full text

Abstract:

Abstract Background Socioeconomics may explain black–white differences in physical performance; few studies examine racial differences among socioeconomically similar groups. Performance is also affected by body composition and specific strength, which differ by race. We assessed whether racial differences in physical performance exist among older adults with high education and similar income and whether body composition and specific strength attenuate observed differences. Methods Cross-sectional analysis of 536 men (18% black) and 576 women (28% black) aged more than 60 years from the Baltimore Longitudinal Study of Aging. Body composition was evaluated using dual-energy x-ray absorptiometry. Specific strength was assessed by quadricep peak torque divided by height-normalized thigh cross-sectional area and grip strength divided by body mass index-normalized appendicular lean mass. Physical performance was assessed using usual gait speed and fast 400 m walk time. Sex-stratified linear regression models, adjusted for age, height, education, and recent income, determined whether body composition or specific strength attenuated associations between race and physical performance. Results Blacks were younger, with higher weight and appendicular lean mass. Black women had higher percent fat and specific strength. In both sexes, blacks had poorer physical performance after adjustment for socioeconomic factors. In women, neither body composition nor specific strength altered the association with gait speed. In men, neither body composition nor specific strength attenuated racial differences in either performance measure. Conclusions Poorer physical performance among black compared to white older adults persists among persons with high education and similar income and cannot generally be attributed to differences in body composition or specific strength.

APA, Harvard, Vancouver, ISO, and other styles

35

Perkins, Linda M. "Merze Tate and the Quest for Gender Equity at Howard University: 1942–1977." History of Education Quarterly 54, no. 4 (November 2014): 516–51. http://dx.doi.org/10.1111/hoeq.12081.

Full text

Abstract:

This study discusses Merze Tate, a black woman faculty member at Howard University from 1942 to 1977, and her efforts throughout her tenure at the institution to obtain gender equity for women faculty. This study also discusses Tate's decades-long battle with Rayford Logan, chair of the history department of Howard. Both Harvard PhDs, their difficulties reflect both gender differences as well as professional jealously. Tate was the first black woman to earn a degree from Oxford University (International Relations, 1935) and the first black woman to earn a PhD from Harvard in the fields of government and international relations (1941). She joined the faculty at Howard University in 1942, as one of two women ever hired in the history department. She remained on the faculty until her retirement in 1977. Tate is significant not only for her academic accomplishments and her advocacy on behalf of women but also as one of the earliest tenured women faculty members at Howard. In addition, she was a part of a very small group of highly accomplished black women academics who devoted their lives to the education of black youth. In a 1946 study of black doctorate and professional degree holders, Harry Washington Greene noted that of the three hundred eighty-one recipients, only forty-five were women. Black women were overwhelmingly enrolled and graduated from teacher training colleges that were unaccredited and/or did not provide the curriculum to attend graduate school without taking an additional year of undergraduate studies. The time and cost factor were prohibitive and many black women attended summer schools for years to take courses to prepare them for a graduate degree program.

APA, Harvard, Vancouver, ISO, and other styles

36

Gray, Kareema J., and Latoya B. Brooks. "Give Yourself Permission to Rest." Genealogy 5, no. 1 (February 22, 2021): 17. http://dx.doi.org/10.3390/genealogy5010017.

Full text

Abstract:

Black women in higher education have always been under pressure to prove that they belong in their positions, and often have taken on more work to prove this. The events of 2020—the COVID-19 global pandemic and the racial and social unrest that swept through the country increased this pressure on Black women in higher education. Historically, Black women have taken on the roles of mother, professional, and caretaker of all who were around them. The events of 2020 added to those roles for Black women faculty, working from home, homeschooling online, checking on the welfare of students, and addressing the emotional needs of their families who have been stuck indoors for months. Self-care is more important now more than before for Black women faculty. To employ these self-care strategies, Black women faculty must first give themselves permission to need them.

APA, Harvard, Vancouver, ISO, and other styles

37

Winkle-Wagner, Rachelle, Bridget Turner Kelly, Courtney L. Luedke, and Tangela Blakely Reavis. "Authentically Me: Examining Expectations That Are Placed Upon Black Women in College." American Educational Research Journal 56, no. 2 (September 21, 2018): 407–43. http://dx.doi.org/10.3102/0002831218798326.

Full text

Abstract:

Through analyzing critical life stories with Black alumnae from predominantly White institutions, this article offers a narrative, in-depth approach to explore the ways in which alumnae managed and resisted expectations and stereotypes that were placed upon them by peers, faculty, and staff during college. Findings suggested that participants grappled with assumptions of who they should be as Black college women. As they resisted stereotypes and expectations, they crafted unique pathways toward asserting their authentic selves. The findings emphasize heterogeneity among Black women and the need for varied support structures in educational institutions.

APA, Harvard, Vancouver, ISO, and other styles

38

Ireland, Danyelle T., Kimberley Edelin Freeman, Cynthia E. Winston-Proctor, Kendra D. DeLaine, Stacey McDonald Lowe, and Kamilah M. Woodson. "(Un)Hidden Figures: A Synthesis of Research Examining the Intersectional Experiences of Black Women and Girls in STEM Education." Review of Research in Education 42, no. 1 (March 2018): 226–54. http://dx.doi.org/10.3102/0091732x18759072.

Full text

Abstract:

In this chapter, we argue that intersectionality is a theoretical and methodological framework by which education researchers can critically examine why and how students in STEM fields who are members of intersecting marginalized groups have distinctive experiences related to their social identities, other psychological processes, and educational outcomes. Taken separately, the bodies of education research focused on the experiences of Black students and female students in STEM fields often render Black women and girls “hidden figures” in that they have not sufficiently addressed their simultaneous racialized and gendered experiences in educational contexts. Additionally, we find that the current discourse on intersectionality is limited in that it does not attend to key psychological processes associated with identity and the intersectional experience in STEM education. We take a theoretical and methodological approach to examining intersectionality in STEM education and provide a new interpretation of the literature on Black women and girls in this social context. A synthesis of ( N = 60) research studies revealed that (1) identity; (2) STEM interest, confidence, and persistence; (3) achievement, ability perceptions, and attributions; and (4) socializers and support systems are key themes within the experiences of Black women and girls in STEM education. Our analysis also highlights the ways that researchers have employed intersectionality to make the experiences of Black women and girls in STEM education more visible, or “unhidden.” We discuss these findings from a psychological perspective and provide insights to guide future research and practice directions in STEM education.

APA, Harvard, Vancouver, ISO, and other styles

39

Williams, Michael Steven, and Jennifer Michelle Johnson. "Predicting the quality of Black women collegians’ relationships with faculty at a public historically Black university." Journal of Diversity in Higher Education 12, no. 2 (June 2019): 115–25. http://dx.doi.org/10.1037/dhe0000077.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Patterson, Ashley, Valerie Kinloch, Tanja Burkhard, Ryann Randall, and Arianna Howard. "Black Feminist Thought as Methodology." Departures in Critical Qualitative Research 5, no. 3 (2016): 55–76. http://dx.doi.org/10.1525/dcqr.2016.5.3.55.

Full text

Abstract:

In this essay, we rely on a black feminist lens to challenge and extend what is appraised as rigorous research methodology. Inspired by a diverse, intergenerational group of black women referred to as the Black Women's Gathering Place, we employ black feminist thought (BFT) as critical social theory and embrace a more expansive understanding of BFT as critical methodology to analyze the experiences black women share through narrative. Our theoretical and methodological approach offers a pathway for education and research communities to account for the expansive possibilities that black feminism has for theorizing the lives of black women.

APA, Harvard, Vancouver, ISO, and other styles

41

A Conversation with victoria James, Imani Marrero, and Darleen Underwood. "Branching Out and Coming Back Together: Exploring the Undergraduate Experiences of Young Black Women." Harvard Educational Review 80, no. 1 (April 1, 2010): 61–74. http://dx.doi.org/10.17763/haer.80.1.j71j1882133582p7.

Full text

Abstract:

In January of 2010, Harvard Educational Review editor Chantal Francois sat down at a Manhattan diner with three young black women, two of whom were her former students at a New York City high school. Chantal invited the women to come together and share their experiences as freshmen at predominantly white institutions along the East Coast. While each of these young women drew largely from her own experiences transitioning into different college settings, each highlights themes from both Fordham's and Kynard's research—including the emotional stress that being confined by labels can cause and the importance of finding a cipher from which to draw strength. In this conversation, the women shed the layers they typically don in white educational settings, instead creating a space where they can be real, find comfort,and speak from the core. What's more, their stories echo the themes of talking black, talking back, fictive kinship, and complicity, which Iris Carter Ford's commentary describes as central to conversations about black women in America today. From Victoria, Imani, and Darleen, we hear firsthand accounts of the commitment to struggle and the communal strength that continue to exist in the sacred spaces carved out by young black women in American educational institutions.

APA, Harvard, Vancouver, ISO, and other styles

42

Avila-Rieger, Justina, Audrey Murchland, Nika Seblova, Maria Glymour, Adam Brickman, Nicole Schupf, Richard Mayeux, and Jennifer Manly. "Differential Association of Geographical Region of Birth With Dementia Risk Across Black Women and Men." Innovation in Aging 4, Supplement_1 (December 1, 2020): 748. http://dx.doi.org/10.1093/geroni/igaa057.2694.

Full text

Abstract:

Abstract Risk of dementia is both racially and spatially patterned. Less is known about sex/gender differences in pathways linking birth place to late-life cognitive outcomes in older non-Latino Blacks. The 1464 Black men and women included in these analyses were Northern Manhattan residents. Cox regressions revealed that Stroke-Belt South (SB) and Non-Stroke-Belt South (NSB) birth was associated with a higher dementia risk, adjusted for birth year, childhood SES, and risk of death. Compared to Northern-born (NB) men, SB men had the highest risk, followed by NSB women and SB women, while NSB men and NB women had a similar risk to NB men. The higher risk for SB men and NSB women remained after adjusting for education, adult income, and CVD burden. Future work should identify why birth in the SB is uniquely detrimental for cognitive health among Black men, while birth in NSB has the strongest impact on Black women.

APA, Harvard, Vancouver, ISO, and other styles

43

Baker-Bell, April. "For Loretta: A Black Woman Literacy Scholar’s Journey to Prioritizing Self-Preservation and Black Feminist–Womanist Storytelling." Journal of Literacy Research 49, no. 4 (October 9, 2017): 526–43. http://dx.doi.org/10.1177/1086296x17733092.

Full text

Abstract:

In this article, I used Black feminist–womanist storytelling to weave together stories from my childhood and early years on the tenure track to illuminate how Black female language and literacy practices and the strongblackwoman trope develop across a life span. Through these stories, I illustrate how I existed, resisted, and persisted during my first 3 years on the tenure track as a Black woman and emerging language and literacy scholar with a family. This research is significant as scholarship that centers Black women literacy researchers’ lived experiences is missing from the field. As such, this work contributes to presenting a fuller narrative of Black women literacy researchers’ experiences and working lives within and beyond the academy. This research also expands the field’s knowledge of what counts as literacy research by understanding the complex racial and gendered life span literacies of a literacy researcher of color. It is important for institutions and organizations to consider the knowledge, experiences, and stories I include in this article as recommendations to sustain Black women in academic spaces and shift the culture of academia to better support Black women’s work and journeys.

APA, Harvard, Vancouver, ISO, and other styles

44

Revere, Amie B. "Black Women Superintendents in the United States: 1984-85." Journal of Negro Education 56, no. 4 (1987): 510. http://dx.doi.org/10.2307/2295349.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Johnson-Bailey, Juanita, and Ronald M. Cervero. "An Analysis of the Educational Narratives of Reentry Black Women." Adult Education Quarterly 46, no. 3 (May 1996): 142–57. http://dx.doi.org/10.1177/074171369604600302.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

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 (August 29, 2017): 56–86. http://dx.doi.org/10.1177/0013124517727584.

Full text

Abstract:

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 over a 5-year period of the program and composite characters are developed to spotlight key findings that allow us to (a) better understand and amplify the collective learning and social-emotional experiences of Black girls in the program, (b) highlight and critique the challenges and possibilities for positively pushing Black girls’ intellectual identities as students and future teachers via pedagogies and supports, (c) identify spaces and structures in schools that can resist and combat the marginalization of Black girls’ agency and genius, and (d) consider implications for the development of Black Women Educator pipelines.

APA, Harvard, Vancouver, ISO, and other styles

47

Edwards, Erica B., Nicole Patton Terry, Gary Bingham, and Jeremy L. Singer. "Perceptions of classroom quality and well-being among Black women teachers of young children." education policy analysis archives 29 (April 26, 2021): 56. http://dx.doi.org/10.14507/epaa.29.5964.

Full text

Abstract:

Concerns about preschool effectiveness have increasingly led to early childhood education policy changes focused on teacher quality. While these reforms intend to ensure children’s educational well-being, they rarely consider the impact policies have on teachers. Additionally, child care work is a feminized profession with distinct social experiences along lines of race and class. Black women who are early child care teachers live in poverty at rates disproportionate to their white counterparts. Through Black feminist focus group research, this paper documents perceptions of early childhood education quality mandates in Georgia and their impact on the well-being of 44 Black women teachers of infants, toddlers, and preschool age children. Findings suggest that the call for quality complicates Black teachers’ work, adds undue financial and emotional stress that takes a toll on their well-being, and interrupts personal dynamics with their loved ones. The paper calls for antiracist and antisexist structural support to interrupt both the stressors exacted by the field and the sociohistorical processes devaluing Black women’s work with children.

APA, Harvard, Vancouver, ISO, and other styles

48

Ayee, Gloria Y. A., Jessica D. Johnson Carew, Taneisha N. Means, Alicia M. Reyes-Barriéntez, and Nura A. Sediqe. "White House, Black Mother: Michelle Obama and the Politics of Motherhood as First Lady." Politics & Gender 15, no. 03 (July 26, 2019): 460–83. http://dx.doi.org/10.1017/s1743923x1900031x.

Full text

Abstract:

AbstractIn 2008, for the first time in the history of this country, a black woman became First Lady of the United States. During Barack Obama's presidency, Michelle Obama was ever present in the public eye for her advocacy on issues related to health, military families, education, and for promoting the interests of women and girls. This article contributes to ongoing scholarly discourse, as well as extensive media coverage and analysis, regarding Obama's role as wife and first lady by critically examining how the particular model of motherhood she embraced and exhibited, a model firmly rooted in the black American community, was designed to challenge negative stereotypes of black women, maternity, and families. We address the following questions in this work: How did Obama's identity as a black woman influence the policies she championed as first lady? Does Obama's mothering relate to stereotypes of black mothers and help (re)define black motherhood, and if so, how? What does it mean to be a black mater gentis or mother of the nation? Drawing on her speeches and policy initiatives, we reveal how Michelle Obama defied dominant and oppressive stereotypes of black women and mothers while simultaneously (re)defining black womanhood and motherhood for the nation.

APA, Harvard, Vancouver, ISO, and other styles

49

Hines, Jasmine. "Incorporating intersectional musicality within the classroom: Black feminism through Nina Simone and Janelle Monáe." Journal of Popular Music Education 4, no. 3 (November 1, 2020): 311–28. http://dx.doi.org/10.1386/jpme_00034_1.

Full text

Abstract:

In an age of social justice advocacy within education, the work of Black women continues to be excluded from the hegemonic educational canon despite the long history of Black feminists advocating for the eradication of systemic oppressive systems in education. By examining the livelihoods and music created by Black feminist musicians, music educators may begin to reflect on how Black women’s positionality within society has had a direct influence on the music they created within a White culturally dominant society. The purpose of this article is to conceptualize how the intersectional musicality of Nina Simone and Janelle Monáe – informed by the conceptual framework of Black Feminist Thought – can speak to the experiences that Black girls and women face within music education and society.

APA, Harvard, Vancouver, ISO, and other styles

50

Rodgers, Selena T. "Next Wave of Post Traumatic Slave Syndrome Survivors." Advances in Social Work 21, no. 2/3 (September 23, 2021): 438–59. http://dx.doi.org/10.18060/24159.

Full text

Abstract:

This study seeks to deepen our understanding of the survival adaptive behaviors, particularly features of Post Traumatic Slave Syndrome (PTSS), identified by Black women professionals who exist at the margins in academia and society. To date, exploration of posttraumatic growth has not been researched concomitantly with PTSS. By examining these variables collectively, this study’s model provides an original contribution to a growing but insufficient literature on Black women professionals who endure institutional racism. Using the Listening Guide, this study presents data from seven (7) Black women professionals in higher education. The study finds interviewees adopt Angry Black Women and Strong Black Woman schema, and PTSS features as a survival strategy stemming from gender discrimination rooted in proximity to Whiteness and habitual attacks on their professional acumen. Congruently, learnings revealed (1) Identity and Positionality, (2) Generational [In]visibility, (3), Professional Rage Located, and (4) Voices of PPTTG—Prayers, People, Trials, Tribulations and God. Dismantling White Supremacy must center Black women's survival herstories and healing at the intersection of anti-Black racism and hidden systematic policies. Practice models that nuance PTSS trauma-informed assessments, the addition of PTSS to the DSM, and widely accepted African-centered paradigms are essential for this wave of race work

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Black women education'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles