African American Young Girls and Women in PreK12 Schools and Beyond

Informing Research, Policy, and Practice

Renae D. Mayes, Marjorie C. Shavers, James L. Moore III, Renae D. Mayes, Marjorie C. Shavers, James L. Moore III

• Verlag: Emerald Publishing Limited
• Jahr: 2022
• ISBN:
  9781787695979
• Thema: Pedagogía
• Thema: Educación multicultural

African American Young Girls and Women in PreK12 Schools and Beyond presents a comprehensive viewpoint on preK-12 schooling for African American females. Including theoretical, conceptual, and research based chapters, this volume offers readers compelling evidence of the educational challenges and successes for this student population.

The expert authors in this collection provide rich perspectives on the experiences of African American females throughout their elementary and secondary education. Each chapter includes strong implications for education research, practice, and policy, as well as concrete recommendations to important stakeholders, such as educators, school counsellors, and parents. Collectively, the contributors communicate throughout that educational change is needed and that educational success is attainable for all African American females. It is intended that this work will help inform education research, practice, and policy as they relate to African American females. Equally important, it is envisioned that the readers will develop a greater interest in the education of African American females.

Index

Academic experiences of Black girls with disabilities, 120–122

discipline and teacher bias, 120–121

educational opportunity and teacher bias, 121–122

educational/academic outcomes, 120–122

Academic skills, 14–15

Adaptive cultures, 9

Adultification of Black girls, 209

Aesthetic resistance, 188

African American

elementary girls, 210

identity model, 51

people, 186

women, 210, 213

Afrocentric feminist epistemology, 190–191, 193

“Am I: Too African to be American or Too American to be African?” (documentary film), 153

American preK-12 school systems, 101–102

Americans with Disabilities Act, 120

Androgynous leadership style, 208–209, 212–213

“Antagonism”, 59

Anti-oppressive educators, 19

Anxiety, 99–100

Attachment, 13

“Aversive racism”, 213

Beauty identity examinations among Black women, 188

Behavioral science research, 99

Bicultural negotiation, 141–143

Bio-ecological framework, 9

Bioecological model, 9

Biracial girls

school experiences of, 70–73

sociohistorical context, 70–71

Biraciality, 71, 73, 88–89

Black aesthetic, 186

Black African immigrants, 140

girls approach, 143–144

in United States, 140–141

Black Athlete Sister Circle (BASC), 111–113

Black college women’s coping strategies, 199

Black community, 1

Black educators

early childhood education and development of Black girls, 33–34

guiding framework, 31–32

policy, 46

practice, 45–46

racial-ethnic identities development in young children, 31–32

reflections from classroom, 35–43

research, 44–45

supporting Black girls in early childhood, 34

Black females, 17, 211

Black ...