Journal of African American Women and Girls in Education最新文献_第2页

Tired of Always Grinding: Black Womxn Faculty’s Experiences During COVID-19 厌倦了总是磨磨蹭蹭：黑人女教师在 COVID-19 期间的经历

Journal of African American Women and Girls in Education Pub Date : 2023-12-14 DOI: 10.21423/jaawge-v3i1a144

Dyann Logwood, Sadaf Ali, Cassandra Barragan

{"title":"Tired of Always Grinding: Black Womxn Faculty’s Experiences During COVID-19","authors":"Dyann Logwood, Sadaf Ali, Cassandra Barragan","doi":"10.21423/jaawge-v3i1a144","DOIUrl":"https://doi.org/10.21423/jaawge-v3i1a144","url":null,"abstract":"The dueling pandemics of COVID-19 and racism brought to light the inequities Black womxn face in higher education in regard to service burdens. We argue Black womxn are overextended and suffering in their careers and lives as a result of this taxation. Methods. A sample of 191 faculty at a predominantly White university (PWI) in the Midwest United States responded to a survey about attitudes towards service obligations, sense of belonging, and community culture, centering on race, ethnicity, and gender as well as the impact of COVID on service obligations. Due to the limited number of Black womxn participants, their characteristics are only reported in the overall data based on their identity or race. Findings. Gender, race, and feeling a part of the community were found to be significant predictors of voluntarily taking on student-centered service related to identity and being asked to take on service related to identity. Black womxn faculty were approximately 78 times more likely than White male faculty to volunteer for identity-based service. Black womxn faculty were approximately 473 times more likely than White male faculty to be asked to participate in identity-based service. The COVID-19 pandemic and racism have had a significant impact on everyone's lives, but it has been especially difficult for BIPOC and Black women. They have faced emotional, spiritual, and physical challenges. Therefore, it is crucial for higher education institutions to create safe spaces where Black women can live their best and most productive lives.","PeriodicalId":259252,"journal":{"name":"Journal of African American Women and Girls in Education","volume":"18 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139002429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Storying Our Mourning and Resistance Through Teaching: Black Women Surviving (and Thriving In) White Spaces 通过教学讲述我们的哀悼和反抗：在白人空间生存（和发展）的黑人女性

Journal of African American Women and Girls in Education Pub Date : 2023-12-14 DOI: 10.21423/jaawge-v3i1a146

Janice A. Byrd, Christa J. Porter

引用次数: 0

Diary Study on Microaggressions, Identity Shifting, and Mental Health among Black Women in STEM Graduate Programs During COVID-19: The Mediating Role of Perceived Supervisor Support 关于 COVID-19 期间 STEM 研究生课程中黑人女性受到的微词、身份转变和心理健康的日记研究：感知到的导师支持的中介作用

Journal of African American Women and Girls in Education Pub Date : 2023-12-14 DOI: 10.21423/jaawge-v3i1a148

Danielle D. Dickens, Naomi M. Hall, Makyra Farmer, Nailah Johnson

{"title":"Diary Study on Microaggressions, Identity Shifting, and Mental Health among Black Women in STEM Graduate Programs During COVID-19: The Mediating Role of Perceived Supervisor Support","authors":"Danielle D. Dickens, Naomi M. Hall, Makyra Farmer, Nailah Johnson","doi":"10.21423/jaawge-v3i1a148","DOIUrl":"https://doi.org/10.21423/jaawge-v3i1a148","url":null,"abstract":"Black women in STEM graduate programs may develop coping strategies, such as identity shifting, to minimize gendered racial stressors, especially in the context of COVID-19. Identity shifting is the process of altering one’s speech, behavior, perspective, and appearance. Past studies found a positive association between identity shifting and mental health outcomes among young Black women; however, research on the mental health of Black women in STEM graduate programs is limited. The present study utilized a Black feminist standpoint theoretical framework to examine daily experiences of gendered racial microaggressions (GRM), identity shifting, perceived supervisor support (PSS), and mental health outcomes among 102 Black women in STEM graduate programs. Participants completed online daily questionnaires for 10 workdays using Qualtrics. We hypothesized that identity shifting and GRM would positively predict anxiety and depressive symptoms. Additionally, we hypothesized that PSS would significantly mediate the relationship between GRMs and mental health outcomes. Results showed that women with higher experiences of GRM and shifting reported more depressive and anxiety symptoms. PSS did not mediate the relationship between GRM and mental health outcomes. The results of this study can be used to develop culturally tailored support programs to create inclusive environments for Black women in academia.","PeriodicalId":259252,"journal":{"name":"Journal of African American Women and Girls in Education","volume":"228 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139002278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Gendered Racial Stereotype Endorsement: 性别种族刻板印象背书:

Journal of African American Women and Girls in Education Pub Date : 2023-07-29 DOI: 10.21423/jaawge-v2i3a137

M. Burnett, Shauna M. Cooper, Sheretta T. Butler-Barnes, Whitney N. McCoy

{"title":"Gendered Racial Stereotype Endorsement:","authors":"M. Burnett, Shauna M. Cooper, Sheretta T. Butler-Barnes, Whitney N. McCoy","doi":"10.21423/jaawge-v2i3a137","DOIUrl":"https://doi.org/10.21423/jaawge-v2i3a137","url":null,"abstract":"Recent indicators continue to highlight the underrepresentation of Black girls and women in science, technology, engineering, and mathematics (STEM), from advanced course enrollment and degree attainment to employment. In this paper, we consider the role of stereotypes as an underlying motivational mechanism that shapes Black girls’ STEM identity and persistence. This theoretical review seeks to provide a conceptual foundation for research on gendered racial stereotype endorsement among Black girls and the differential ways girls may incorporate this knowledge as they navigate STEM learning environments. We define gendered racial stereotypes as widely held beliefs and depictions of Black girls (as a collective group) and their lived experience as perceived by broader society. Despite their awareness of stereotypes, Black girls frequently develop strategies to aid in their persistence. Although they may occasionally endorse these stereotypes, Black girls also use their understanding of stereotypes as a motivator to actively resist and disrupt deficit narratives. By utilizing process-oriented and culturally-informed approaches, we extend the current understanding of Black girls’ stereotype development. Additionally, we provide practical recommendations for research, policy, and educational praxis to aid in the continued positive development of Black girls’ identity in STEM learning environments. \u0000 ","PeriodicalId":259252,"journal":{"name":"Journal of African American Women and Girls in Education","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122775256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Conceptual Framework for Positive Black Female Identity Formation 积极黑人女性身份形成的概念框架

Journal of African American Women and Girls in Education Pub Date : 2023-07-12 DOI: 10.21423/jaawge-v2i3a104

Kala Burrell Craft, P. Robinson, Ayana Allen-Handy

引用次数: 0

Relieving the Burden of Self-Reliance: Centering the Experiences of Black Women Graduate Students in Predominantly White Institutions 减轻自力更生的负担:以白人大学黑人女研究生的经历为中心

Journal of African American Women and Girls in Education Pub Date : 2023-07-12 DOI: 10.21423/jaawge-v2i3a95

Kendra Jason, Sonyia C. Richardson, Kimata Dennis

{"title":"Relieving the Burden of Self-Reliance: Centering the Experiences of Black Women Graduate Students in Predominantly White Institutions","authors":"Kendra Jason, Sonyia C. Richardson, Kimata Dennis","doi":"10.21423/jaawge-v2i3a95","DOIUrl":"https://doi.org/10.21423/jaawge-v2i3a95","url":null,"abstract":"Research to explore the experiences of Black women graduate students in colleges and universities is limited despite the increased focus and prioritization of diversity, equity, and inclusion efforts, particularly at Predominantly White Institutions. This is problematic as Black women have the highest increases of graduate school attainment rates in the United States of all gender and racial/gender groups; yet, these settings are not equipped to support them. Grounded in Intersectionality and Womanist perspectives, this study explores the educational experiences of 19 Black women who recently obtained graduate degrees from Predominantly White Institutions. Findings from the study reveal that in these environments, no spaces were created to nurture them in their interlocking identities, students engaged in distancing dilemmas, diversity efforts appeared delusional, collective efforts by the students generated achievement, and positive mentoring lessened inequality gaps. Concrete and practical strategies are provided to systematically support Black women graduate students and relieve them of the burden of self-reliance.","PeriodicalId":259252,"journal":{"name":"Journal of African American Women and Girls in Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114416297","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Grieving Black Girlhoods 悲伤的黑人女孩

Journal of African American Women and Girls in Education Pub Date : 2022-11-23 DOI: 10.21423/jaawge-v2i2a115

Taryrn T. C. Brown

引用次数: 0

The Ford Female Achievement Model for Excellence (F2AME): Empowering Black Females for Success 福特女性卓越成就模式(F2AME):赋予黑人女性成功的权力

Journal of African American Women and Girls in Education Pub Date : 2022-11-23 DOI: 10.21423/jaawge-v2i2a121

Tanya J. Middleton, D. Ford

引用次数: 0

The “Strong Black Girl” Dilemma “坚强的黑人女孩”困境

Journal of African American Women and Girls in Education Pub Date : 2022-11-23 DOI: 10.21423/jaawge-v2i2a117

N. Ncube, Venus Evans Winters, E. Greenlee, Aniah Francis, Gabrielle Crooks, Eryn McCallum, Carly McIntosh, Hayley Taylor

{"title":"The “Strong Black Girl” Dilemma","authors":"N. Ncube, Venus Evans Winters, E. Greenlee, Aniah Francis, Gabrielle Crooks, Eryn McCallum, Carly McIntosh, Hayley Taylor","doi":"10.21423/jaawge-v2i2a117","DOIUrl":"https://doi.org/10.21423/jaawge-v2i2a117","url":null,"abstract":"This article explores the mental health of a group of young Black undergraduate women during the dual pandemics of COVID-19 and gendered anti-Black racism in the U.S. Drawing on intersectionality as a theoretical framework, the research participants reflect on how race and gender interact to shape their struggles and coping strategies during a period of racial unrest and a global health crisis. With support from the African American Policy Forum (AAPF) and using youth participatory action research, the student researchers undertook a qualitative study utilizing focus group discussions to answer the question, How did the dual pandemics impact the mental health practices of young Black women student researchers? The article analyzes their written reflections on their mental health and self-care practices, including barriers and bridges to community and professional mental health support. The research holds implications for scholars and practitioners interested in intersectional research and ethics of care in higher education, as well as mental health advocates committed to protecting Black girls and young women.","PeriodicalId":259252,"journal":{"name":"Journal of African American Women and Girls in Education","volume":"121 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131132526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

(In)Visibility Across Educational Spaces (1)跨教育空间的可见性

Journal of African American Women and Girls in Education Pub Date : 2022-11-23 DOI: 10.21423/jaawge-v2i2a125

J. Byrd, C. Porter, Renae D. Mayes, Aazi Ahmadi

引用次数: 0