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You searched for subject:(Black girls). Showing records 1 – 30 of 54 total matches.

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University of Illinois – Urbana-Champaign

1. Taaffe, Claudine Olivia. Black girl gaze: a visual (re)membering of black girlhood as an act of resistance.

Degree: PhD, Educational Policy Studies, 2016, University of Illinois – Urbana-Champaign

 Despite the academic potential or achievement of Black girls in American schools, they are still thought to be loud, deviant, hypersexual, violent and needing to… (more)

Subjects/Keywords: Black girls; photography

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APA (6th Edition):

Taaffe, C. O. (2016). Black girl gaze: a visual (re)membering of black girlhood as an act of resistance. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90942

Chicago Manual of Style (16th Edition):

Taaffe, Claudine Olivia. “Black girl gaze: a visual (re)membering of black girlhood as an act of resistance.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed July 16, 2019. http://hdl.handle.net/2142/90942.

MLA Handbook (7th Edition):

Taaffe, Claudine Olivia. “Black girl gaze: a visual (re)membering of black girlhood as an act of resistance.” 2016. Web. 16 Jul 2019.

Vancouver:

Taaffe CO. Black girl gaze: a visual (re)membering of black girlhood as an act of resistance. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/2142/90942.

Council of Science Editors:

Taaffe CO. Black girl gaze: a visual (re)membering of black girlhood as an act of resistance. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90942


University of Ottawa

2. Linton, Rowena. A Different Kind of Blackness: Using Successful Journeys to Examine Students’ Experiences of Secondary Schooling .

Degree: 2016, University of Ottawa

Black females achieve high standards of success, yet their lived experiences are frequently absent from educational literature in Canada. Using narratives gathered through semi-structured interviews… (more)

Subjects/Keywords: Black Girls; Resistance; Academic Success

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APA (6th Edition):

Linton, R. (2016). A Different Kind of Blackness: Using Successful Journeys to Examine Students’ Experiences of Secondary Schooling . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/34203

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Linton, Rowena. “A Different Kind of Blackness: Using Successful Journeys to Examine Students’ Experiences of Secondary Schooling .” 2016. Thesis, University of Ottawa. Accessed July 16, 2019. http://hdl.handle.net/10393/34203.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Linton, Rowena. “A Different Kind of Blackness: Using Successful Journeys to Examine Students’ Experiences of Secondary Schooling .” 2016. Web. 16 Jul 2019.

Vancouver:

Linton R. A Different Kind of Blackness: Using Successful Journeys to Examine Students’ Experiences of Secondary Schooling . [Internet] [Thesis]. University of Ottawa; 2016. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10393/34203.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Linton R. A Different Kind of Blackness: Using Successful Journeys to Examine Students’ Experiences of Secondary Schooling . [Thesis]. University of Ottawa; 2016. Available from: http://hdl.handle.net/10393/34203

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Duquesne University

3. Aston, Candice Nicole. Culture Counts: Examining the Effectiveness of a Culturally Focused Empowerment Program For At-Risk Black Girls.

Degree: PhD, School Psychology, 2017, Duquesne University

  Traditionally, many of the problems experienced by Black girls were overshadowed by the ongoing crises facing Black Males. Although important, the focus on Blackness… (more)

Subjects/Keywords: Afrocentric Intervention; Black girls; Culture

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APA (6th Edition):

Aston, C. N. (2017). Culture Counts: Examining the Effectiveness of a Culturally Focused Empowerment Program For At-Risk Black Girls. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/161

Chicago Manual of Style (16th Edition):

Aston, Candice Nicole. “Culture Counts: Examining the Effectiveness of a Culturally Focused Empowerment Program For At-Risk Black Girls.” 2017. Doctoral Dissertation, Duquesne University. Accessed July 16, 2019. https://dsc.duq.edu/etd/161.

MLA Handbook (7th Edition):

Aston, Candice Nicole. “Culture Counts: Examining the Effectiveness of a Culturally Focused Empowerment Program For At-Risk Black Girls.” 2017. Web. 16 Jul 2019.

Vancouver:

Aston CN. Culture Counts: Examining the Effectiveness of a Culturally Focused Empowerment Program For At-Risk Black Girls. [Internet] [Doctoral dissertation]. Duquesne University; 2017. [cited 2019 Jul 16]. Available from: https://dsc.duq.edu/etd/161.

Council of Science Editors:

Aston CN. Culture Counts: Examining the Effectiveness of a Culturally Focused Empowerment Program For At-Risk Black Girls. [Doctoral Dissertation]. Duquesne University; 2017. Available from: https://dsc.duq.edu/etd/161


University of Illinois – Urbana-Champaign

4. Franklin, Janine Monique. Fight the power! Perceptions of resistance amongst Black female youth in a middle school classroom.

Degree: PhD, Educational Policy Studies, 2015, University of Illinois – Urbana-Champaign

 Educational desire and resistance have been historically intricate and interconnected notions for Black women and girls. Problematizing Black girls instead of structural oppression and institutional… (more)

Subjects/Keywords: Black girls; sociology; education

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APA (6th Edition):

Franklin, J. M. (2015). Fight the power! Perceptions of resistance amongst Black female youth in a middle school classroom. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/78731

Chicago Manual of Style (16th Edition):

Franklin, Janine Monique. “Fight the power! Perceptions of resistance amongst Black female youth in a middle school classroom.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed July 16, 2019. http://hdl.handle.net/2142/78731.

MLA Handbook (7th Edition):

Franklin, Janine Monique. “Fight the power! Perceptions of resistance amongst Black female youth in a middle school classroom.” 2015. Web. 16 Jul 2019.

Vancouver:

Franklin JM. Fight the power! Perceptions of resistance amongst Black female youth in a middle school classroom. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/2142/78731.

Council of Science Editors:

Franklin JM. Fight the power! Perceptions of resistance amongst Black female youth in a middle school classroom. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/78731


The Ohio State University

5. Smith, Jamila D. Still Waiting to Exhale: An Intergenerational Narrative Analysis of Black Mothers and Daughters.

Degree: PhD, EDU Teaching and Learning, 2012, The Ohio State University

 This dissertation consists of a nine month, three-state ethnographic study on the intersectional effects of race, age, gender, and place in the lives of fourteen… (more)

Subjects/Keywords: Education; Black feminisms; Black girls; ethnography; Black women

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APA (6th Edition):

Smith, J. D. (2012). Still Waiting to Exhale: An Intergenerational Narrative Analysis of Black Mothers and Daughters. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1337797679

Chicago Manual of Style (16th Edition):

Smith, Jamila D. “Still Waiting to Exhale: An Intergenerational Narrative Analysis of Black Mothers and Daughters.” 2012. Doctoral Dissertation, The Ohio State University. Accessed July 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1337797679.

MLA Handbook (7th Edition):

Smith, Jamila D. “Still Waiting to Exhale: An Intergenerational Narrative Analysis of Black Mothers and Daughters.” 2012. Web. 16 Jul 2019.

Vancouver:

Smith JD. Still Waiting to Exhale: An Intergenerational Narrative Analysis of Black Mothers and Daughters. [Internet] [Doctoral dissertation]. The Ohio State University; 2012. [cited 2019 Jul 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1337797679.

Council of Science Editors:

Smith JD. Still Waiting to Exhale: An Intergenerational Narrative Analysis of Black Mothers and Daughters. [Doctoral Dissertation]. The Ohio State University; 2012. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1337797679


University of Illinois – Chicago

6. Gholson, Maisie L. The Mediating Influence of a Young Black Girls’ Social Network in their Mathematics Learning.

Degree: 2016, University of Illinois – Chicago

 Using the classroom experiences of a group of young Black girls from the west side of Chicago, I provide portraits of how children’s social relationships… (more)

Subjects/Keywords: mathematics education; Black girls; identity; social network

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APA (6th Edition):

Gholson, M. L. (2016). The Mediating Influence of a Young Black Girls’ Social Network in their Mathematics Learning. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/20925

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Gholson, Maisie L. “The Mediating Influence of a Young Black Girls’ Social Network in their Mathematics Learning.” 2016. Thesis, University of Illinois – Chicago. Accessed July 16, 2019. http://hdl.handle.net/10027/20925.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Gholson, Maisie L. “The Mediating Influence of a Young Black Girls’ Social Network in their Mathematics Learning.” 2016. Web. 16 Jul 2019.

Vancouver:

Gholson ML. The Mediating Influence of a Young Black Girls’ Social Network in their Mathematics Learning. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10027/20925.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gholson ML. The Mediating Influence of a Young Black Girls’ Social Network in their Mathematics Learning. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/20925

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Kent State University

7. Jean, Elizabeth Ashley. Stereotypical Media Images and Anxiety in Black Adolescent Girls.

Degree: MA, College of Arts and Sciences / Department of Psychology, 2019, Kent State University

 In the context of psychopathology, media images have been implicated in a wide range of negative psychological and behavioral outcomes including decreased mood and body… (more)

Subjects/Keywords: Psychobiology; Black adolescent girls; anxiety; media; stereotypes

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APA (6th Edition):

Jean, E. A. (2019). Stereotypical Media Images and Anxiety in Black Adolescent Girls. (Masters Thesis). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1556492963344352

Chicago Manual of Style (16th Edition):

Jean, Elizabeth Ashley. “Stereotypical Media Images and Anxiety in Black Adolescent Girls.” 2019. Masters Thesis, Kent State University. Accessed July 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1556492963344352.

MLA Handbook (7th Edition):

Jean, Elizabeth Ashley. “Stereotypical Media Images and Anxiety in Black Adolescent Girls.” 2019. Web. 16 Jul 2019.

Vancouver:

Jean EA. Stereotypical Media Images and Anxiety in Black Adolescent Girls. [Internet] [Masters thesis]. Kent State University; 2019. [cited 2019 Jul 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1556492963344352.

Council of Science Editors:

Jean EA. Stereotypical Media Images and Anxiety in Black Adolescent Girls. [Masters Thesis]. Kent State University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1556492963344352


Texas A&M University

8. Lea, Jemimah. Robbing Tamika to Pay Jamaal: An Exploratory Investigation of the National Assessment of Educational Progress.

Degree: 2013, Texas A&M University

 The purpose of this study was to provide an exploratory analysis of African American females achievement on the National Assessment of Educational Progress (NAEP) within… (more)

Subjects/Keywords: African American Females; African American Girls; Black Females; Black Girls; Achievement Gap; Academic Achievement; NAEP

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APA (6th Edition):

Lea, J. (2013). Robbing Tamika to Pay Jamaal: An Exploratory Investigation of the National Assessment of Educational Progress. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149581

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lea, Jemimah. “Robbing Tamika to Pay Jamaal: An Exploratory Investigation of the National Assessment of Educational Progress.” 2013. Thesis, Texas A&M University. Accessed July 16, 2019. http://hdl.handle.net/1969.1/149581.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lea, Jemimah. “Robbing Tamika to Pay Jamaal: An Exploratory Investigation of the National Assessment of Educational Progress.” 2013. Web. 16 Jul 2019.

Vancouver:

Lea J. Robbing Tamika to Pay Jamaal: An Exploratory Investigation of the National Assessment of Educational Progress. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/1969.1/149581.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lea J. Robbing Tamika to Pay Jamaal: An Exploratory Investigation of the National Assessment of Educational Progress. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149581

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

9. Wheeler, Sika Adzo. Black Girls Rock! and the Politics of Empowerment.

Degree: MA, Media Studies, 2016, Penn State University

 In the contemporary moment in popular culture, there seems to be an increase in media messages targeted toward Black women and girls under the notion… (more)

Subjects/Keywords: black girls; empowerment; youth; girlhood; black feminism; black entertainment television; television; race; gender; celebrity; misogynoir; black girls rock

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APA (6th Edition):

Wheeler, S. A. (2016). Black Girls Rock! and the Politics of Empowerment. (Masters Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/3f462540k

Chicago Manual of Style (16th Edition):

Wheeler, Sika Adzo. “Black Girls Rock! and the Politics of Empowerment.” 2016. Masters Thesis, Penn State University. Accessed July 16, 2019. https://etda.libraries.psu.edu/catalog/3f462540k.

MLA Handbook (7th Edition):

Wheeler, Sika Adzo. “Black Girls Rock! and the Politics of Empowerment.” 2016. Web. 16 Jul 2019.

Vancouver:

Wheeler SA. Black Girls Rock! and the Politics of Empowerment. [Internet] [Masters thesis]. Penn State University; 2016. [cited 2019 Jul 16]. Available from: https://etda.libraries.psu.edu/catalog/3f462540k.

Council of Science Editors:

Wheeler SA. Black Girls Rock! and the Politics of Empowerment. [Masters Thesis]. Penn State University; 2016. Available from: https://etda.libraries.psu.edu/catalog/3f462540k


Louisiana State University

10. Smith, Allison Michelle. Black Girl Magic: How Black Women Administrators Navigate the Intersection of Race and Gender in Workspace Silos at Predominantly White Institutions.

Degree: PhD, Education, 2016, Louisiana State University

 In choosing to look at the impact of white racially homogeneous work environments, if any, in relation to Black women higher education administrators, this research… (more)

Subjects/Keywords: Black Girl Magic; higher education; higher education administration; PWI; predominantly White institution; retention; Black Girls are Magic; Black Girls Rock; Black Women; Black Women administrators; Black female administrators; Black female

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APA (6th Edition):

Smith, A. M. (2016). Black Girl Magic: How Black Women Administrators Navigate the Intersection of Race and Gender in Workspace Silos at Predominantly White Institutions. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-07082016-173732 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3470

Chicago Manual of Style (16th Edition):

Smith, Allison Michelle. “Black Girl Magic: How Black Women Administrators Navigate the Intersection of Race and Gender in Workspace Silos at Predominantly White Institutions.” 2016. Doctoral Dissertation, Louisiana State University. Accessed July 16, 2019. etd-07082016-173732 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3470.

MLA Handbook (7th Edition):

Smith, Allison Michelle. “Black Girl Magic: How Black Women Administrators Navigate the Intersection of Race and Gender in Workspace Silos at Predominantly White Institutions.” 2016. Web. 16 Jul 2019.

Vancouver:

Smith AM. Black Girl Magic: How Black Women Administrators Navigate the Intersection of Race and Gender in Workspace Silos at Predominantly White Institutions. [Internet] [Doctoral dissertation]. Louisiana State University; 2016. [cited 2019 Jul 16]. Available from: etd-07082016-173732 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3470.

Council of Science Editors:

Smith AM. Black Girl Magic: How Black Women Administrators Navigate the Intersection of Race and Gender in Workspace Silos at Predominantly White Institutions. [Doctoral Dissertation]. Louisiana State University; 2016. Available from: etd-07082016-173732 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3470


Georgia State University

11. Owens, LaToya. Unsilenced: Black Girls' Stories.

Degree: PhD, Educational Policy Studies, 2016, Georgia State University

Black girls continue to suffer from inequitable treatment in schools resulting in disparate academic and social outcomes. While deficit ideologists have continued to attribute… (more)

Subjects/Keywords: Black girls; Black Feminism; Womanism; Critical Race Theory; Emancipatory Research; Intersectionality

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APA (6th Edition):

Owens, L. (2016). Unsilenced: Black Girls' Stories. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/141

Chicago Manual of Style (16th Edition):

Owens, LaToya. “Unsilenced: Black Girls' Stories.” 2016. Doctoral Dissertation, Georgia State University. Accessed July 16, 2019. https://scholarworks.gsu.edu/eps_diss/141.

MLA Handbook (7th Edition):

Owens, LaToya. “Unsilenced: Black Girls' Stories.” 2016. Web. 16 Jul 2019.

Vancouver:

Owens L. Unsilenced: Black Girls' Stories. [Internet] [Doctoral dissertation]. Georgia State University; 2016. [cited 2019 Jul 16]. Available from: https://scholarworks.gsu.edu/eps_diss/141.

Council of Science Editors:

Owens L. Unsilenced: Black Girls' Stories. [Doctoral Dissertation]. Georgia State University; 2016. Available from: https://scholarworks.gsu.edu/eps_diss/141


UCLA

12. Lane, Monique Lanier. Engendering Sisterhood, Solidarity, and Self-love: Black Feminist Pedagogy and the Identity Formation of African-American Girls.

Degree: Education, 2014, UCLA

 Efforts towards urban school reform regularly overlook the complex socio-cultural contexts in which Black female students are situated and the ways in which their subordination… (more)

Subjects/Keywords: Education; Pedagogy; Secondary education; African-American girls; African-American students; Black feminist pedagogy; Black girls; critical pedagogy; urban education

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APA (6th Edition):

Lane, M. L. (2014). Engendering Sisterhood, Solidarity, and Self-love: Black Feminist Pedagogy and the Identity Formation of African-American Girls. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/1mb9n5kf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lane, Monique Lanier. “Engendering Sisterhood, Solidarity, and Self-love: Black Feminist Pedagogy and the Identity Formation of African-American Girls.” 2014. Thesis, UCLA. Accessed July 16, 2019. http://www.escholarship.org/uc/item/1mb9n5kf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lane, Monique Lanier. “Engendering Sisterhood, Solidarity, and Self-love: Black Feminist Pedagogy and the Identity Formation of African-American Girls.” 2014. Web. 16 Jul 2019.

Vancouver:

Lane ML. Engendering Sisterhood, Solidarity, and Self-love: Black Feminist Pedagogy and the Identity Formation of African-American Girls. [Internet] [Thesis]. UCLA; 2014. [cited 2019 Jul 16]. Available from: http://www.escholarship.org/uc/item/1mb9n5kf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lane ML. Engendering Sisterhood, Solidarity, and Self-love: Black Feminist Pedagogy and the Identity Formation of African-American Girls. [Thesis]. UCLA; 2014. Available from: http://www.escholarship.org/uc/item/1mb9n5kf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Southern California

13. Derbigny, La Tonya Renee. The relationship of racial identity, subscription to stereotypic roles, and perceived environmental expectations to academic achievement in adolescent African-American girls.

Degree: EdD, Education, 2011, University of Southern California

 This quantitative study examined the relationship of racial identity, stereotype subscription, and perceived environmental expectations to academic achievement in 134 adolescent African-American girls. Students from… (more)

Subjects/Keywords: achievement; academic achievement; African-American girls; black adolescents; black girls; expectations; racial identity; race; identity; stereotype; quantitative; CST; environmental expectations

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Derbigny, L. T. R. (2011). The relationship of racial identity, subscription to stereotypic roles, and perceived environmental expectations to academic achievement in adolescent African-American girls. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/639058/rec/7160

Chicago Manual of Style (16th Edition):

Derbigny, La Tonya Renee. “The relationship of racial identity, subscription to stereotypic roles, and perceived environmental expectations to academic achievement in adolescent African-American girls.” 2011. Doctoral Dissertation, University of Southern California. Accessed July 16, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/639058/rec/7160.

MLA Handbook (7th Edition):

Derbigny, La Tonya Renee. “The relationship of racial identity, subscription to stereotypic roles, and perceived environmental expectations to academic achievement in adolescent African-American girls.” 2011. Web. 16 Jul 2019.

Vancouver:

Derbigny LTR. The relationship of racial identity, subscription to stereotypic roles, and perceived environmental expectations to academic achievement in adolescent African-American girls. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 Jul 16]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/639058/rec/7160.

Council of Science Editors:

Derbigny LTR. The relationship of racial identity, subscription to stereotypic roles, and perceived environmental expectations to academic achievement in adolescent African-American girls. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/639058/rec/7160


Wayne State University

14. Montie, Mary L. Where Are All The Gifted Black Girls? Giving High School Girls Voice Via Qualitative Research Approach And Black Feminist Theory.

Degree: PhD, Education Evaluation and Research, 2013, Wayne State University

  ABSTRACT WHERE ARE ALL THE GIFTED BLACK GIRLS? GIVING HIGH SCHOOL GIRLS VOICE VIA QUALITATIVE RESEARCH APPROACH AND BLACK FEMINIST THEORY by MARY L.… (more)

Subjects/Keywords: Black Feminist Theory; Black Girls; Feminist Studies; Gifted Education; Gifted Education; Women's Studies

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APA (6th Edition):

Montie, M. L. (2013). Where Are All The Gifted Black Girls? Giving High School Girls Voice Via Qualitative Research Approach And Black Feminist Theory. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/676

Chicago Manual of Style (16th Edition):

Montie, Mary L. “Where Are All The Gifted Black Girls? Giving High School Girls Voice Via Qualitative Research Approach And Black Feminist Theory.” 2013. Doctoral Dissertation, Wayne State University. Accessed July 16, 2019. https://digitalcommons.wayne.edu/oa_dissertations/676.

MLA Handbook (7th Edition):

Montie, Mary L. “Where Are All The Gifted Black Girls? Giving High School Girls Voice Via Qualitative Research Approach And Black Feminist Theory.” 2013. Web. 16 Jul 2019.

Vancouver:

Montie ML. Where Are All The Gifted Black Girls? Giving High School Girls Voice Via Qualitative Research Approach And Black Feminist Theory. [Internet] [Doctoral dissertation]. Wayne State University; 2013. [cited 2019 Jul 16]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/676.

Council of Science Editors:

Montie ML. Where Are All The Gifted Black Girls? Giving High School Girls Voice Via Qualitative Research Approach And Black Feminist Theory. [Doctoral Dissertation]. Wayne State University; 2013. Available from: https://digitalcommons.wayne.edu/oa_dissertations/676


University of Illinois – Urbana-Champaign

15. Hill, Dominique. Transgressngroove: an exploration of black girlhood, the body, and education.

Degree: PhD, 0220, 2014, University of Illinois – Urbana-Champaign

 Blackgirls have recently begun to receive focused attention in the discipline of education.Usually, we are compared to our White female or Black male counterparts and/or… (more)

Subjects/Keywords: Black girls; Education; Auto/ethnography; Performance; Vulnerability; Jazz aesthetics; Black Girlhood Studies

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hill, D. (2014). Transgressngroove: an exploration of black girlhood, the body, and education. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/50369

Chicago Manual of Style (16th Edition):

Hill, Dominique. “Transgressngroove: an exploration of black girlhood, the body, and education.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed July 16, 2019. http://hdl.handle.net/2142/50369.

MLA Handbook (7th Edition):

Hill, Dominique. “Transgressngroove: an exploration of black girlhood, the body, and education.” 2014. Web. 16 Jul 2019.

Vancouver:

Hill D. Transgressngroove: an exploration of black girlhood, the body, and education. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/2142/50369.

Council of Science Editors:

Hill D. Transgressngroove: an exploration of black girlhood, the body, and education. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/50369


University of Pretoria

16. Temba, Vuyo Noluthando. A phenomenological study of the experiences of pregnant, black adolescent girls living with HIV/AIDS.

Degree: Psychology, 2008, University of Pretoria

 Even though it has always been widely believed that HIV affects mainly the underprivileged and unemployed, the scourge is fastest growing in the educated and… (more)

Subjects/Keywords: Hiv; Adolescent pregnancy; Black adolescent girls; Aids; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Temba, V. (2008). A phenomenological study of the experiences of pregnant, black adolescent girls living with HIV/AIDS. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/28311

Chicago Manual of Style (16th Edition):

Temba, Vuyo. “A phenomenological study of the experiences of pregnant, black adolescent girls living with HIV/AIDS.” 2008. Masters Thesis, University of Pretoria. Accessed July 16, 2019. http://hdl.handle.net/2263/28311.

MLA Handbook (7th Edition):

Temba, Vuyo. “A phenomenological study of the experiences of pregnant, black adolescent girls living with HIV/AIDS.” 2008. Web. 16 Jul 2019.

Vancouver:

Temba V. A phenomenological study of the experiences of pregnant, black adolescent girls living with HIV/AIDS. [Internet] [Masters thesis]. University of Pretoria; 2008. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/2263/28311.

Council of Science Editors:

Temba V. A phenomenological study of the experiences of pregnant, black adolescent girls living with HIV/AIDS. [Masters Thesis]. University of Pretoria; 2008. Available from: http://hdl.handle.net/2263/28311


University of Pretoria

17. [No author]. A phenomenological study of the experiences of pregnant, black adolescent girls living with HIV/AIDS .

Degree: 2008, University of Pretoria

 Even though it has always been widely believed that HIV affects mainly the underprivileged and unemployed, the scourge is fastest growing in the educated and… (more)

Subjects/Keywords: Hiv; Adolescent pregnancy; Black adolescent girls; Aids; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

author], [. (2008). A phenomenological study of the experiences of pregnant, black adolescent girls living with HIV/AIDS . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-09302008-093355/

Chicago Manual of Style (16th Edition):

author], [No. “A phenomenological study of the experiences of pregnant, black adolescent girls living with HIV/AIDS .” 2008. Masters Thesis, University of Pretoria. Accessed July 16, 2019. http://upetd.up.ac.za/thesis/available/etd-09302008-093355/.

MLA Handbook (7th Edition):

author], [No. “A phenomenological study of the experiences of pregnant, black adolescent girls living with HIV/AIDS .” 2008. Web. 16 Jul 2019.

Vancouver:

author] [. A phenomenological study of the experiences of pregnant, black adolescent girls living with HIV/AIDS . [Internet] [Masters thesis]. University of Pretoria; 2008. [cited 2019 Jul 16]. Available from: http://upetd.up.ac.za/thesis/available/etd-09302008-093355/.

Council of Science Editors:

author] [. A phenomenological study of the experiences of pregnant, black adolescent girls living with HIV/AIDS . [Masters Thesis]. University of Pretoria; 2008. Available from: http://upetd.up.ac.za/thesis/available/etd-09302008-093355/


Georgia State University

18. Bowen, Sesali. Bitches Be Like...: Memes as Black Girl Counter and Disidentification Tools.

Degree: MA, Women's, Gender, and Sexuality Studies, 2016, Georgia State University

  Memes are a popular source of online media. As such, they become tools that can distribute racialized and gendered narratives. While memes are often… (more)

Subjects/Keywords: Memes; Black girls; Internet culture; Visual culture; disidentification

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Bowen, S. (2016). Bitches Be Like...: Memes as Black Girl Counter and Disidentification Tools. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/wsi_theses/56

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Bowen, Sesali. “Bitches Be Like...: Memes as Black Girl Counter and Disidentification Tools.” 2016. Thesis, Georgia State University. Accessed July 16, 2019. https://scholarworks.gsu.edu/wsi_theses/56.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Bowen, Sesali. “Bitches Be Like...: Memes as Black Girl Counter and Disidentification Tools.” 2016. Web. 16 Jul 2019.

Vancouver:

Bowen S. Bitches Be Like...: Memes as Black Girl Counter and Disidentification Tools. [Internet] [Thesis]. Georgia State University; 2016. [cited 2019 Jul 16]. Available from: https://scholarworks.gsu.edu/wsi_theses/56.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bowen S. Bitches Be Like...: Memes as Black Girl Counter and Disidentification Tools. [Thesis]. Georgia State University; 2016. Available from: https://scholarworks.gsu.edu/wsi_theses/56

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Loyola University Chicago

19. Bibbs, Tonya. Speaking of Right and Wrong: Black Girls and Moral Development.

Degree: PhD, Education, 2014, Loyola University Chicago

  Our current approaches to moral development were generalized from the experiences of white males and females. This study draws upon existing theory in order… (more)

Subjects/Keywords: Black girls; Gilligan; Kohlberg; middle childhood; moral development; situated cognition; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Bibbs, T. (2014). Speaking of Right and Wrong: Black Girls and Moral Development. (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/887

Chicago Manual of Style (16th Edition):

Bibbs, Tonya. “Speaking of Right and Wrong: Black Girls and Moral Development.” 2014. Doctoral Dissertation, Loyola University Chicago. Accessed July 16, 2019. https://ecommons.luc.edu/luc_diss/887.

MLA Handbook (7th Edition):

Bibbs, Tonya. “Speaking of Right and Wrong: Black Girls and Moral Development.” 2014. Web. 16 Jul 2019.

Vancouver:

Bibbs T. Speaking of Right and Wrong: Black Girls and Moral Development. [Internet] [Doctoral dissertation]. Loyola University Chicago; 2014. [cited 2019 Jul 16]. Available from: https://ecommons.luc.edu/luc_diss/887.

Council of Science Editors:

Bibbs T. Speaking of Right and Wrong: Black Girls and Moral Development. [Doctoral Dissertation]. Loyola University Chicago; 2014. Available from: https://ecommons.luc.edu/luc_diss/887


University of Illinois – Urbana-Champaign

20. Garner, Porshe. Black girlhood celebration: The political courage of Black girls and women in everyday experiences.

Degree: MA, 0220, 2013, University of Illinois – Urbana-Champaign

 Bridging critical pedagogy, hip-hop and education, hip-hop feminism, and literature on Black girlhood, this thesis shows how Black girls in Saving Our Lives Hear Our… (more)

Subjects/Keywords: Black girls; Hip hop; Check-in; Critical pedagogy; Hip hop pedagogy

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Garner, P. (2013). Black girlhood celebration: The political courage of Black girls and women in everyday experiences. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/45623

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Garner, Porshe. “Black girlhood celebration: The political courage of Black girls and women in everyday experiences.” 2013. Thesis, University of Illinois – Urbana-Champaign. Accessed July 16, 2019. http://hdl.handle.net/2142/45623.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Garner, Porshe. “Black girlhood celebration: The political courage of Black girls and women in everyday experiences.” 2013. Web. 16 Jul 2019.

Vancouver:

Garner P. Black girlhood celebration: The political courage of Black girls and women in everyday experiences. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2013. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/2142/45623.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Garner P. Black girlhood celebration: The political courage of Black girls and women in everyday experiences. [Thesis]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/45623

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Duquesne University

21. Nichols, Kayla. Examining the Moderating Effects of Racial Socialization on Teacher Discrimination for the Psychological Outcomes of Black Middle School Girls.

Degree: PhD, School Psychology, 2017, Duquesne University

  A hierarchical multiple regression was used to understand the 1) the predictive ability of teacher discrimination on racial identity, 2) the predictive ability of… (more)

Subjects/Keywords: Black girls; Development; Identity; Middle School; Racial socialization; School

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Nichols, K. (2017). Examining the Moderating Effects of Racial Socialization on Teacher Discrimination for the Psychological Outcomes of Black Middle School Girls. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/180

Chicago Manual of Style (16th Edition):

Nichols, Kayla. “Examining the Moderating Effects of Racial Socialization on Teacher Discrimination for the Psychological Outcomes of Black Middle School Girls.” 2017. Doctoral Dissertation, Duquesne University. Accessed July 16, 2019. https://dsc.duq.edu/etd/180.

MLA Handbook (7th Edition):

Nichols, Kayla. “Examining the Moderating Effects of Racial Socialization on Teacher Discrimination for the Psychological Outcomes of Black Middle School Girls.” 2017. Web. 16 Jul 2019.

Vancouver:

Nichols K. Examining the Moderating Effects of Racial Socialization on Teacher Discrimination for the Psychological Outcomes of Black Middle School Girls. [Internet] [Doctoral dissertation]. Duquesne University; 2017. [cited 2019 Jul 16]. Available from: https://dsc.duq.edu/etd/180.

Council of Science Editors:

Nichols K. Examining the Moderating Effects of Racial Socialization on Teacher Discrimination for the Psychological Outcomes of Black Middle School Girls. [Doctoral Dissertation]. Duquesne University; 2017. Available from: https://dsc.duq.edu/etd/180

22. Huff, Krystal. Critical Mentorship for Black Girls: An Autoethnography of Perseverance, Commitment, and Empowerment.

Degree: Doctorate in Education, Education, 2019, Loyola Marymount University

  Working class Black girls experience multilayered oppression informed by their triadic social identity that sits at the intersection of race, gender, and class in… (more)

Subjects/Keywords: African American girls; Black girls; Critical mentoring; Mentoring; Mentorship; Support services; African American Studies; Feminist, Gender, and Sexuality Studies

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Huff, K. (2019). Critical Mentorship for Black Girls: An Autoethnography of Perseverance, Commitment, and Empowerment. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/804

Chicago Manual of Style (16th Edition):

Huff, Krystal. “Critical Mentorship for Black Girls: An Autoethnography of Perseverance, Commitment, and Empowerment.” 2019. Doctoral Dissertation, Loyola Marymount University. Accessed July 16, 2019. https://digitalcommons.lmu.edu/etd/804.

MLA Handbook (7th Edition):

Huff, Krystal. “Critical Mentorship for Black Girls: An Autoethnography of Perseverance, Commitment, and Empowerment.” 2019. Web. 16 Jul 2019.

Vancouver:

Huff K. Critical Mentorship for Black Girls: An Autoethnography of Perseverance, Commitment, and Empowerment. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2019. [cited 2019 Jul 16]. Available from: https://digitalcommons.lmu.edu/etd/804.

Council of Science Editors:

Huff K. Critical Mentorship for Black Girls: An Autoethnography of Perseverance, Commitment, and Empowerment. [Doctoral Dissertation]. Loyola Marymount University; 2019. Available from: https://digitalcommons.lmu.edu/etd/804


Temple University

23. Odumosu, LaRetha Cherise Powell. Why Do Smart Black Girls Get In Trouble?.

Degree: PhD, 2015, Temple University

Urban Education

The question of why smart Black girls get in trouble is in need of an answer, particularly when the answer is provided from… (more)

Subjects/Keywords: Education; African American studies; Gender studies;

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APA (6th Edition):

Odumosu, L. C. P. (2015). Why Do Smart Black Girls Get In Trouble?. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,342420

Chicago Manual of Style (16th Edition):

Odumosu, LaRetha Cherise Powell. “Why Do Smart Black Girls Get In Trouble?.” 2015. Doctoral Dissertation, Temple University. Accessed July 16, 2019. http://digital.library.temple.edu/u?/p245801coll10,342420.

MLA Handbook (7th Edition):

Odumosu, LaRetha Cherise Powell. “Why Do Smart Black Girls Get In Trouble?.” 2015. Web. 16 Jul 2019.

Vancouver:

Odumosu LCP. Why Do Smart Black Girls Get In Trouble?. [Internet] [Doctoral dissertation]. Temple University; 2015. [cited 2019 Jul 16]. Available from: http://digital.library.temple.edu/u?/p245801coll10,342420.

Council of Science Editors:

Odumosu LCP. Why Do Smart Black Girls Get In Trouble?. [Doctoral Dissertation]. Temple University; 2015. Available from: http://digital.library.temple.edu/u?/p245801coll10,342420


Iowa State University

24. Angton, Alexia. Black feminist criminology in action: A study of racial discrimination, ethnic-racial socialization, and offending among African American females.

Degree: 2017, Iowa State University

 Over the past decade, an increasing number of scholars have begun to explore the link between experiences of interpersonal racial discrimination and an increased risk… (more)

Subjects/Keywords: african american girls; black feminist criminology; ethnic racial socialization; Criminology; Criminology and Criminal Justice; Sociology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Angton, A. (2017). Black feminist criminology in action: A study of racial discrimination, ethnic-racial socialization, and offending among African American females. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/15248

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Angton, Alexia. “Black feminist criminology in action: A study of racial discrimination, ethnic-racial socialization, and offending among African American females.” 2017. Thesis, Iowa State University. Accessed July 16, 2019. https://lib.dr.iastate.edu/etd/15248.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Angton, Alexia. “Black feminist criminology in action: A study of racial discrimination, ethnic-racial socialization, and offending among African American females.” 2017. Web. 16 Jul 2019.

Vancouver:

Angton A. Black feminist criminology in action: A study of racial discrimination, ethnic-racial socialization, and offending among African American females. [Internet] [Thesis]. Iowa State University; 2017. [cited 2019 Jul 16]. Available from: https://lib.dr.iastate.edu/etd/15248.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Angton A. Black feminist criminology in action: A study of racial discrimination, ethnic-racial socialization, and offending among African American females. [Thesis]. Iowa State University; 2017. Available from: https://lib.dr.iastate.edu/etd/15248

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Duke University

25. Young, Bethany J. Brown Sugar and Spice: Exploring Black Girlhood at Elite, White Schools .

Degree: 2019, Duke University

Black girls who attend elite, predominantly white schools face a host of unique challenges and tasks in achieving a positive, resolved gendered-racial identity; they… (more)

Subjects/Keywords: Sociology; Gender studies; Ethnic studies; Black Girls; Identity; Identity Development; Intersectionality; Race

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APA (6th Edition):

Young, B. J. (2019). Brown Sugar and Spice: Exploring Black Girlhood at Elite, White Schools . (Thesis). Duke University. Retrieved from http://hdl.handle.net/10161/18772

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Young, Bethany J. “Brown Sugar and Spice: Exploring Black Girlhood at Elite, White Schools .” 2019. Thesis, Duke University. Accessed July 16, 2019. http://hdl.handle.net/10161/18772.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Young, Bethany J. “Brown Sugar and Spice: Exploring Black Girlhood at Elite, White Schools .” 2019. Web. 16 Jul 2019.

Vancouver:

Young BJ. Brown Sugar and Spice: Exploring Black Girlhood at Elite, White Schools . [Internet] [Thesis]. Duke University; 2019. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10161/18772.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Young BJ. Brown Sugar and Spice: Exploring Black Girlhood at Elite, White Schools . [Thesis]. Duke University; 2019. Available from: http://hdl.handle.net/10161/18772

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Wisconsin – Milwaukee

26. Edwards, Crystal Latanya. Her-Story: Black, Middle-school Girls Exploring Their Intersectional Identities.

Degree: PhD, Africology, 2017, University of Wisconsin – Milwaukee

  While intra-racial-group comparisons have lead scholars to argue that Black girls are succeeding academically and therefore require less explicit focus in educational research, there… (more)

Subjects/Keywords: Africology; Black Girls; Decolonial Theory; Education; Experience; Narrative; African American Studies; Education; Women's Studies

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APA (6th Edition):

Edwards, C. L. (2017). Her-Story: Black, Middle-school Girls Exploring Their Intersectional Identities. (Doctoral Dissertation). University of Wisconsin – Milwaukee. Retrieved from https://dc.uwm.edu/etd/1464

Chicago Manual of Style (16th Edition):

Edwards, Crystal Latanya. “Her-Story: Black, Middle-school Girls Exploring Their Intersectional Identities.” 2017. Doctoral Dissertation, University of Wisconsin – Milwaukee. Accessed July 16, 2019. https://dc.uwm.edu/etd/1464.

MLA Handbook (7th Edition):

Edwards, Crystal Latanya. “Her-Story: Black, Middle-school Girls Exploring Their Intersectional Identities.” 2017. Web. 16 Jul 2019.

Vancouver:

Edwards CL. Her-Story: Black, Middle-school Girls Exploring Their Intersectional Identities. [Internet] [Doctoral dissertation]. University of Wisconsin – Milwaukee; 2017. [cited 2019 Jul 16]. Available from: https://dc.uwm.edu/etd/1464.

Council of Science Editors:

Edwards CL. Her-Story: Black, Middle-school Girls Exploring Their Intersectional Identities. [Doctoral Dissertation]. University of Wisconsin – Milwaukee; 2017. Available from: https://dc.uwm.edu/etd/1464


University of Illinois – Urbana-Champaign

27. French, Bryana H. Naming is power! Black and white adolescents define sexual coercion: A mixed methods study.

Degree: PhD, 0210, 2010, University of Illinois – Urbana-Champaign

 This study sought to explore adolescent conceptualizations of sexual coercion (i.e., any unwanted sexual experience) among Black and White girls and women. Adolescents are at… (more)

Subjects/Keywords: sexual; coercion; assault; African American; Black; Adolescence; teen; girls; mixed methods; focus group

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APA (6th Edition):

French, B. H. (2010). Naming is power! Black and white adolescents define sexual coercion: A mixed methods study. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/17050

Chicago Manual of Style (16th Edition):

French, Bryana H. “Naming is power! Black and white adolescents define sexual coercion: A mixed methods study.” 2010. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed July 16, 2019. http://hdl.handle.net/2142/17050.

MLA Handbook (7th Edition):

French, Bryana H. “Naming is power! Black and white adolescents define sexual coercion: A mixed methods study.” 2010. Web. 16 Jul 2019.

Vancouver:

French BH. Naming is power! Black and white adolescents define sexual coercion: A mixed methods study. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2010. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/2142/17050.

Council of Science Editors:

French BH. Naming is power! Black and white adolescents define sexual coercion: A mixed methods study. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2010. Available from: http://hdl.handle.net/2142/17050


University of Illinois – Urbana-Champaign

28. Lewis, Sheri. SOLHOT: black girlhood celebration of love, literacy, hip-hop and motherhood.

Degree: MA, 0220, 2013, University of Illinois – Urbana-Champaign

 In order to create pedagogical methods and practices committed to educational attainment and healthy lifestyles one must recognize the impact of love as pedagogy. In… (more)

Subjects/Keywords: Black girls; Saving Our Lives Hear Our Truths (SOLHOT); love practices; pedagogy

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APA (6th Edition):

Lewis, S. (2013). SOLHOT: black girlhood celebration of love, literacy, hip-hop and motherhood. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/44433

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lewis, Sheri. “SOLHOT: black girlhood celebration of love, literacy, hip-hop and motherhood.” 2013. Thesis, University of Illinois – Urbana-Champaign. Accessed July 16, 2019. http://hdl.handle.net/2142/44433.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lewis, Sheri. “SOLHOT: black girlhood celebration of love, literacy, hip-hop and motherhood.” 2013. Web. 16 Jul 2019.

Vancouver:

Lewis S. SOLHOT: black girlhood celebration of love, literacy, hip-hop and motherhood. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2013. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/2142/44433.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lewis S. SOLHOT: black girlhood celebration of love, literacy, hip-hop and motherhood. [Thesis]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/44433

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Pennsylvania

29. Jacobs, Charlotte E. The Development Of Black Girl Critical Literacies Of Race, Gender, And Class In Independent Schools: Awareness, Agency, & Emotion.

Degree: 2017, University of Pennsylvania

 This dissertation analyzes the agency that adolescent Black girls in independent schools use to craft their identities, and describes the particular competencies that they enact… (more)

Subjects/Keywords: Adolescent Development; Black Girls; Identity Development; Independent Schools; Education; Feminist, Gender, and Sexuality Studies; Psychology

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APA (6th Edition):

Jacobs, C. E. (2017). The Development Of Black Girl Critical Literacies Of Race, Gender, And Class In Independent Schools: Awareness, Agency, & Emotion. (Thesis). University of Pennsylvania. Retrieved from https://repository.upenn.edu/edissertations/2356

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Jacobs, Charlotte E. “The Development Of Black Girl Critical Literacies Of Race, Gender, And Class In Independent Schools: Awareness, Agency, & Emotion.” 2017. Thesis, University of Pennsylvania. Accessed July 16, 2019. https://repository.upenn.edu/edissertations/2356.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Jacobs, Charlotte E. “The Development Of Black Girl Critical Literacies Of Race, Gender, And Class In Independent Schools: Awareness, Agency, & Emotion.” 2017. Web. 16 Jul 2019.

Vancouver:

Jacobs CE. The Development Of Black Girl Critical Literacies Of Race, Gender, And Class In Independent Schools: Awareness, Agency, & Emotion. [Internet] [Thesis]. University of Pennsylvania; 2017. [cited 2019 Jul 16]. Available from: https://repository.upenn.edu/edissertations/2356.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jacobs CE. The Development Of Black Girl Critical Literacies Of Race, Gender, And Class In Independent Schools: Awareness, Agency, & Emotion. [Thesis]. University of Pennsylvania; 2017. Available from: https://repository.upenn.edu/edissertations/2356

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Michigan

30. Neal, Alaina. "They Don't Want to See Us Succeed": How Micro-Interactions Produce Problematic Identities for Black Girls in US Public Secondary Schools.

Degree: PhD, Educational Studies, 2018, University of Michigan

 Current discussions about inequity within US public schools are centered on a singular narrative of the Black male crisis. Though warranted, this focus on Black(more)

Subjects/Keywords: Black Girls; Identity; social context of schooling; educational opportunity; Education; Social Sciences

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Neal, A. (2018). "They Don't Want to See Us Succeed": How Micro-Interactions Produce Problematic Identities for Black Girls in US Public Secondary Schools. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/144133

Chicago Manual of Style (16th Edition):

Neal, Alaina. “"They Don't Want to See Us Succeed": How Micro-Interactions Produce Problematic Identities for Black Girls in US Public Secondary Schools.” 2018. Doctoral Dissertation, University of Michigan. Accessed July 16, 2019. http://hdl.handle.net/2027.42/144133.

MLA Handbook (7th Edition):

Neal, Alaina. “"They Don't Want to See Us Succeed": How Micro-Interactions Produce Problematic Identities for Black Girls in US Public Secondary Schools.” 2018. Web. 16 Jul 2019.

Vancouver:

Neal A. "They Don't Want to See Us Succeed": How Micro-Interactions Produce Problematic Identities for Black Girls in US Public Secondary Schools. [Internet] [Doctoral dissertation]. University of Michigan; 2018. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/2027.42/144133.

Council of Science Editors:

Neal A. "They Don't Want to See Us Succeed": How Micro-Interactions Produce Problematic Identities for Black Girls in US Public Secondary Schools. [Doctoral Dissertation]. University of Michigan; 2018. Available from: http://hdl.handle.net/2027.42/144133

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