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- Title
- Tiffany Brown talks about her relationship with Detroit
- Creator
- Brown, Tiffany, 1981-
- Date
- 2018-09/2019-04
- Collection
- i.Detroit
- Description
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Tiffany Brown speaks about her relationship with Detroit for Marcus Lyon's i.Detroit project. Brown describes her drive to empower black girls and how she encourages them to go into architecture with the "400 Forward" project.
- Title
- "Readin' sistahs after school : counterstories from an all black girl book club"
- Creator
- Carey, Carleen
- Date
- 2015
- Collection
- Electronic Theses & Dissertations
- Description
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This study uses ethnographic tools to analyze one after-school Black girl book club. It addressesthe question, “How do the students construct raced and gendered identities as they engage withtexts?” While some studies highlight the need for teachers to employ culturally relevantcurricula, more studies are required to illuminate how students themselves define which texts areculturally sustaining. Drawing on Gee’s model of discourse as type of toolkit, this studyinvestigates the stories...
Show moreThis study uses ethnographic tools to analyze one after-school Black girl book club. It addressesthe question, “How do the students construct raced and gendered identities as they engage withtexts?” While some studies highlight the need for teachers to employ culturally relevantcurricula, more studies are required to illuminate how students themselves define which texts areculturally sustaining. Drawing on Gee’s model of discourse as type of toolkit, this studyinvestigates the stories narrated by six female African American1 seventh-graders over the courseof one school year in a large Midwestern city. Using critical discourse analysis, this studyillustrates how written and oral story-telling can support students’ critical literacy development.This dissertation expands the literature on identity and literacy. It expands our knowledge aboutan oral narrative in conversational response to text, thus uncovering the potential of narrative andconversational response to text as a tool for both young adult identity development and teachereducation, especially among young women of color studying English in urban settings.
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- Title
- Necessary knowledge : critical examinations of power, sociopolitical agency, and the identity development of girls of color
- Creator
- Brown, Tashal
- Date
- 2020
- Collection
- Electronic Theses & Dissertations
- Description
-
In this case study, I explore how girls of color from diverse racial and ethnic backgrounds make sense of their sociopolitical realities and their experience participating in a social justice education course focused on Power, Identity, and Privilege (PIP). Given that course is situated in a community-based educational context specifically for girls of color, I investigate its affordances in shaping how they understand and respond to social injustices that impact their lives. I draw on...
Show moreIn this case study, I explore how girls of color from diverse racial and ethnic backgrounds make sense of their sociopolitical realities and their experience participating in a social justice education course focused on Power, Identity, and Privilege (PIP). Given that course is situated in a community-based educational context specifically for girls of color, I investigate its affordances in shaping how they understand and respond to social injustices that impact their lives. I draw on politicizing socialization (Brown, 2007) and intersectionality (Crenshaw, 1991) as theoretical frameworks for understanding how girls of color make sense of power and oppression that shape their experiences. I also utilized concepts focused on women of color feminist pedagogy to make connections between instructors' decision-making and the experiences and perspectives the girls gained from participation in PIP. This study relied on qualitative data collection methods that include reflections shared by girls and young women of color in Critical Conversation Spaces (CCSs) as well as interviews with course instructors. I analyzed these data sources using concept and value coding to generate three significant findings. The first finding suggests that girls of color are acutely aware of the white supremacist and patriarchal ideologies and practices that shaped their girlhood. The second finding reveals that participation in PIP bolstered the girls' critical consciousness and sense of agency. The third finding illustrates that the girls utilized their lived experiences and insights from the course to examine, critique, and pursue social action to mitigate institutional, interpersonal, and internalized oppression within their schools, families, and communities.
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- Title
- No Black girls allowed : a poststructural analysis of controlling images in Black girls' undergraduate mathematics learning experiences
- Creator
- Cosby, Missy D.
- Date
- 2020
- Collection
- Electronic Theses & Dissertations
- Description
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Despite calls for more equity and justice-oriented mathematics teaching and learning practices, certain groups have received more attention than others. Though there have been strides made in areas regarding how race and gender separately mediate mathematics learning, there have been few investigating the intersection of race and gender for mathematics learners. This dissertation served to advance such studies by utilizing Black girls' stories to investigate the nature of their mathematics...
Show moreDespite calls for more equity and justice-oriented mathematics teaching and learning practices, certain groups have received more attention than others. Though there have been strides made in areas regarding how race and gender separately mediate mathematics learning, there have been few investigating the intersection of race and gender for mathematics learners. This dissertation served to advance such studies by utilizing Black girls' stories to investigate the nature of their mathematics learning experiences at the university level. Controlling images of Black girls and women impact almost every aspect of their lives and I wondered what the role of these controlling images is for mathematics learning. Using a Poststructural Race Theory analysis informed by Black Feminist Thought, I asked the following: 1) What controlling images are implicated in the personal narratives that Black girls tell about their undergraduate mathematics learning experiences? And 2) How do these personal narratives about the mathematics learning experiences help us understand the interactions between the controlling images and narratives of mathematics learning for Black girls?Data collection took place over the course of one semester of mathematics learning with seven Black girls in their first year attending a large, public university. Both individual interviews (n = 14) and focus group interviews (n = 3) were conducted. WhatsApp voice notes were also collected throughout the semester as a means of accessing the girls' mathematics learning stories. Data were analyzed to explore which controlling images were invoked in the girls' stories and their interactions with those controlling images and narratives of mathematics learning. My analysis reveals specific linkages between the narratives of mathematics learning and the controlling images and narratives that influence the daily lives of Black girls and women. Findings indicate that there is a mismatch between the controlling images that are prevalent in the girls' daily lives and those prevalent in their mathematics learning spaces. While the girls often drew inspiration from counter images such as the strong Black woman and Black Girl Magic, those images were not present in their stories of mathematics learning. Furthermore, narratives of mathematics learning such as being right or wrong, the notion of the struggling mathematics learner, and other mathematics learning practices such as group work interacted prominently with controlling images creating spaces of mathematics learning that further marginalized Black girls.
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- Title
- When I grow up : pre-production research for pilot treatment development for a television series on careers
- Creator
- Yingling, Charla M. (Charla Marie)
- Date
- 1997
- Collection
- Electronic Theses & Dissertations
- Title
- Understanding sport through her eyes : a participatory photovoice approach to girls' sport participation
- Creator
- Szczygiel, Lauren
- Date
- 2019
- Collection
- Electronic Theses & Dissertations
- Description
-
The purpose of this dissertation was threefold: (1) to expand the body of literature on facilitators and barriers to African-American girls' participation in sport; (2) to ensure that the girls' own voices remain an essential part of the story; and, (3) to give girls the skills and empower them to be agents of change in their communities. In order to achieve these goals, a Youth Participatory Action Research (YPAR) framework using the PhotoVoice method was employed. YPAR is a methodological...
Show moreThe purpose of this dissertation was threefold: (1) to expand the body of literature on facilitators and barriers to African-American girls' participation in sport; (2) to ensure that the girls' own voices remain an essential part of the story; and, (3) to give girls the skills and empower them to be agents of change in their communities. In order to achieve these goals, a Youth Participatory Action Research (YPAR) framework using the PhotoVoice method was employed. YPAR is a methodological approach to positive youth and community development based in social justice in which young people are trained to conduct systematic research to improve their own lives, the lives of their community members and promote or instigate change to the problems they identified. PhotoVoice is a participatory method which sends youth out into their communities with cameras to document their lived experiences. The narratives surrounding these photos are then used to promote dialogue about community assets, social issues and issues of access and barriers. For this project, a girl's sport leadership council in Detroit were given cameras to document their experiences in sport and physical activity in the Detroit community. The girls participated in focus groups over the course of 12 weeks to discuss their photos and identify ways that key figures in the community can address issues they have identified. Finally, the project culminated with the girls presenting their findings to decision-makers at Detroit PAL, funders and parents. Results of the study revealed that girls participated in sport for a variety of reasons including achieving a sense of personal growth and development, forming friendships and connections with teammates and coaches and the sense of pride and connection to their city that participating in sport gave them. Facilitators of their sport participation were emotional and instrumental support from their families, and increased access to public recreation spaces in Detroit. Barriers included lack of facilities and general access to sport in middle school and high school, difficulty balancing academics and sport and perceived lack of community support for girls' sport. Finally, the participant's in this study identified reasons why they believed more girls were not interested in sport. Reasons they identified included incompatibility of sport with societal expectations of beauty and girl's not seeing sport as a viable activity due to overemphasis of boys' sport.In addition to identification of facilitators and barriers of sport participation depicted through the photos that the girls took, and Critical Race Theory and gender lens analysis of the data was also conducted. The girls in the study described a heightened awareness of their race when they were at predominantly White competitions or when they were members of predominantly White teams. During focus groups, the girls would often narrate their experiences through what they believed White people perceived them as. The girls also described times when they experience racial "micro-aggressions" and ways that that affected the ways they viewed White referees, competitors and teammates.
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- Title
- The image of African American women as presented by American mass media and popular culture : interpretations by urban African American adolescent females regarding their life chances, life choices, and self-esteem
- Creator
- Smith, Pamela Rose
- Date
- 2014
- Collection
- Electronic Theses & Dissertations
- Description
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"The aim of this study was to investigate the image of African American women in popular culture and gain an understanding of how those images are interpreted by urban African American adolescent girls (N=40) between the ages of 13-19 years old." -- Abstract.