Beauty identity examinations among Black women
, 188
Behavioral science research
, 99
Bicultural negotiation
, 141–143
Bio-ecological framework
, 9
Biracial girls
school experiences of
, 70–73
sociohistorical context
, 70–71
Biraciality
, 71, 73, 88–89
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 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 feminist
, 187
thinkers
, 189
thought
, 188–190
Black Feminist Thought (BFT)
, 102–103
Black girl experience
critical race theory and critical race feminism
, 55–60
friendships
, 58–60
implications
, 61–62
intersectionality
, 53
policy
, 62
practice
, 61–62
racial and gender identity development
, 51–55
research
, 62
socialization of Black girls
, 53–55
Black girl student-athletes
, 96, 100–101
centrality of Black girl student-athletes’ experiences
, 97
classroom experiences and disciplinary sanctions
, 98–99
coach as influencer
, 107–109
data collection and analysis
, 104–105
enhancing educator preparedness
, 110–114
experience stereotype
, 100
findings
, 105–110
frames for understanding racialized and gendered experiences
, 98–100
identity at intersection of “black girl” and “student-athlete”
, 100–102
interact with peers
, 109–110
school diversity and fitting in
, 105–107
stereotypes and difference
, 99–100
stories in preK-12
, 102–105
theoretical framework
, 103–104
Black Girlhood Studies
, 100–101
Black girls
, 31, 207–208, 210
academic experiences of
, 120–122
challenges faced by
, 208–214
in curriculum
, 38
with disabilities
, 127–132
discipline disparities for
, 17
early childhood education and development of
, 33–34
encouraging Black girls to lead and develop positive self-concept
, 40
executive women
, 212–214
helping Black girls understand feelings and emotions
, 38–39
to play and navigate girlhood
, 39
postsecondary and early career
, 210–212
postsecondary readiness
, 122–127
recommendations for policy
, 133
recommendations for practice
, 132–133
recommendations for research
, 133
school age
, 208–210
school counselors and school psychologists working together
, 127–132
supporting Black girls in early childhood
, 34
Black immigrant
, 138–139
students
, 139–140
women
, 139–140
Black male masculinity
, 16
Black natural hair channels
, 202
Black undergraduate women
, 162
barriers to engagement
, 179–180
impact of campus climate
, 174, 178, 180–181
College Student Report
, 169
data analysis
, 170
engagement in service-learning, research with faculty member, or internships
, 170–171
extent of engagement with HIPs
, 178–179
factors contribute to Black undergraduate women’s engagement or non-engagement
, 171
HIPs
, 164–166
instrumentation
, 169–170
internships, co-ops, career preparation experiences
, 166
knowledge of HIPs
, 171–178
lack of knowledge
, 179–180
methods
, 167–170
participants and procedures
, 168–169
purpose of study
, 166
recommendations for policy
, 182
recommendations for practice
, 181
recommendations for research
, 181
research design
, 167–168
research with faculty
, 165–166
results
, 170–178
semi-structured interview protocol
, 169–170
service-learning
, 165
significance of study
, 167
student engagement
, 162–164
theoretical framework
, 166–167
Black women
, 187, 207–208
access to natural communities
, 199–200
being in community of sisters
, 201–202
Black feminist thought
, 188–190
challenges faced by
, 208–214
collegians’ experiences
, 190
data analysis
, 193
educational settings
, 215–216
executive women
, 212–214
experiences going natural in college
, 187
findings
, 198–202
hair, and beauty
, 188
leaders
, 212
learning and loving self
, 200–201
methods
, 190–198
participants
, 194–195, 198
policy
, 217
positionality
, 191–192
postsecondary and early career
, 210–212
prevalence of respectability politics
, 198–199
purpose of study
, 187
racial battle fatigue
, 188
recommendations
, 214–218
recommendations for policy
, 204
recommendations for practice
, 203–204
recommendations for research
, 202–203
recruitment and data collection
, 192–193
research
, 217–218
school age
, 208–210
within school environment
, 2–3
site of study
, 192
social realities of
, 2–3
study significance
, 187
trustworthiness
, 193–194
work settings
, 216–217
and young girls
, 1–2
Black-White biracial girls
, 3–4
Black-White biracial women
academic literature context
, 72–73
background coloring school experiences of biracial girls
, 70–73
balancing influences of home–school connections
, 85–87
bringing work to life through application
, 87–91
data analysis
, 74–76
data and methods
, 73–77
data sources
, 73–74
home and school as connected places
, 87
learning experiences of
, 70
learning from biracial women’s reflections on elementary experiences
, 77–87
makings of “school” contexts
, 79–82
mutually constitutive experiences
, 77–79
policy
, 90–91
practice
, 89–90
research
, 88–89
researcher positionality
, 76–77
theoretical framing
, 73
unwritten curriculum
, 82–85
Black-White female gap
, 8
Blackness
, 3–4, 51–52, 70–71, 87–88, 139
Campus climate, impact of
, 174–178
Career preparation experiences
, 166
Categorical content approach
, 104
“Circuits of dispossession”
, 19
Classroom
addressing race and racism in
, 42–43
experiences
, 98–99
reflection from
, 35–43
settings
, 54
Coach as influencer
, 107–109
Cognitive stimulation
, 13
Cognitive-developmental theory
, 52
College Student Report
, 164, 169
College student-athletes
, 112–113
“Colorblind” approach
, 32
Consistent learner
, 14, 33–34
Context-shaping identities
, 77–79
Conventions on Rights of Child (CRC)
, 22
Create Respectful and Open World for Natural Hair Act (CROWN Act)
, 186, 204
Criminalization of Black girls
, 50–51, 62
Crisis of educational exclusion
, 8
Critical legal studies
, 55–56
Critical race feminism (CRF)
, 56–57, 144–145
Critical Race Feminism (FemCrit)
, 9–10, 16, 55, 60
Critical race theory (CRT)
, 9, 50–51, 55, 60, 73, 165
Cultural negotiation
, 148–149
Culturally based mentoring
, 61
Culturally relevant pedagogy
, 43
Culturally responsive interventions
, 60
Culturally responsive teaching
, 55
Curriculum, Black girls in
, 38
Identity development
, 31
of Black girls
, 51
through literacy practices
, 143–144
Identity-shaping contexts
, 77–79
Implicit bias
challenges as executive women
, 213
challenges in postsecondary and early career
, 211
challenges in school age
, 209
Individualized Education Program (IEP)
, 123–124
Individuals with Disabilities Education Improvement Act (IDEA)
, 123–125
Institutional Review Board
, 168
Institutionalized racism
, 50–51
Interlocking systems of oppression
, 188–189
Intersectional approaches
, 2–3
Intersectional identities
challenges in postsecondary and early career
, 210–211
challenges in school age
, 208–209
Intersectionality
, 53, 166–167, 175–176, 210
Intersections of multiple racial identities
, 73
Invisibility/hypervisibility
challenges as executive women
, 214
challenges in postsecondary and early career
, 211–212
challenges in school age
, 209–210
Narrative inquiry approach
, 104
National Assessment of Educational Progress (NAEP)
, 14
National Center for Education Statistics (NCES)
, 139
National Collegiate Athletic Association (NCAA)
, 104
National Merit Scholarship
, 139–140
National Office for School Counselor Advocacy (NOSCA)
, 127–128, 132
National Survey of Student Engagement (NSSE)
, 162–163
Natural communities, access to
, 199–200
Natural hair
, 186
Black women’s experiences with
, 191
Black women’s hair choices
, 188
Black women’s online engagement related to hair
, 188
Black women’s perceptions and decisions about hair
, 188
community
, 191, 196
community on YouTube
, 196
examinations of good hair and beauty identity among Black women
, 188
jurisdiction
, 187
meaningfulness of
, 186
women’s experiences with
, 186
Negative stereotypes
, 100
No Child Left Behind legislation
, 119–120
P-16 Education
, 153–155
bicultural negotiation
, 141–143
Black immigrants living in United States
, 138
cultural negotiation
, 148–149
film-based qualitative inquiry approach
, 145–146
findings
, 147–153
identity development through literacy practices
, 143–144
implication for policy
, 153–154
implication for practice
, 154–155
implication for research
, 154
linked perceptions of students’ gender identity and beauty
, 152–153
literature review
, 140–141
methodology
, 145–147
procedure for data collection and analysis
, 146–147
theoretical frameworks
, 144–145
tumultuous racial identity formation
, 150–152
Pedagogical practices for teachers and professors cognizant
, 154–155
Peer relationships, learning through
, 82–85
learning how to survive among peers
, 82–85
Postsecondary and early career
challenges faced by black girls and women in
, 210–212
disinvestment
, 212
implicit and gender bias
, 211
intersectional identities
, 210–211
invisibility/hypervisibility
, 211–212
Postsecondary educational opportunity
, 120
Postsecondary readiness
, 122–127
school counselors role in
, 125–127
school psychologist and school counselor collaboration
, 123
school psychologists role in
, 123–125
Predominantly White institution (PWI)
, 102–103
Predominately-white institutions (PWI)
, 163, 166
PreK–12
Black girl student-athletes’ stories in
, 102–105
education
, 3–4
school contexts
, 99
schooling
, 2–3
Primary sampling units (PSUs)
, 22
Projects in Humanization (PiH)
, 76–77
Protections, Affection, Correction, and Connection (PACC)
, 17
Public school educators
, 113
Race in the Schoolyard
, 9
Racial disproportionality
, 98
Racial identity
, 51–52
development
, 51–55
formation
, 150–151
intersectionality
, 53
Racial-ethnic identities development in young children
, 31–32
Racial-ethnic socialization literature
, 72
Racism
, 9, 56–57, 73, 198–199, 211
in classroom
, 42–43
Recruitment and data collection
, 192–193
Referential mnemonics development
, 147
Reflection
, 34–35
addressing physical differences in classroom
, 35–36
addressing race and racism in classroom
, 42–43
challenging narrative by noticing
, 36–37
from classroom
, 35–43
encouraging Black girls to lead and develop positive self-concept
, 40
Eric’s comments about “dark” girls in class
, 41
helping black girls understand feelings and emotions
, 38–39
Nicole’s mother’s concerns about daughter’s changed behavior
, 42
providing positive examples of Black girls in curriculum
, 38
providing spaces for Black girls to play and navigate girlhood
, 39
reflections by David J. Johns, kindergarten teacher and third grade teacher
, 40–43
“Where’s Your Crown?” reflections from Cierra Kaler-Jones
, 37–40
“You Are from Africa So You Have to Be Blacker”
, 35–37
Relational aggression
, 3–4, 59–60, 62
Research with faculty member
, 165–166, 171
Black undergraduate women engagement in
, 170–171
Researcher positionality
, 76–77
Respectability politics
, 198–199
prevalence of
, 198–199
School age
challenges faced by black girls and women in
, 208–210
disinvestment
, 210
implicit and gender bias
, 209
intersectional identities
, 208–209
invisibility/hypervisibility
, 209–210
School counselor
collaboration
, 123
role in postsecondary readiness
, 125–127
working together
, 127–132
School psychologist
, 123
role in postsecondary readiness
, 123–125
and school counselor collaboration
, 123
working together
, 127–132
“School-to-prison pipeline”
, 20
School(s)
, 54
Black girls marginalization in
, 57–58
curricula
, 55
diversity and fitting in
, 105–107
experiences of biracial girls
, 70–73
leaders
, 46
makings of “school” contexts
, 79–82
school-based disciplinary policies
, 55
success
, 13–14
Science, technology, arts, and math (STEAM)
, 216
Science, technology, engineering, and mathematics (STEM)
, 210
Second-generation immigrant students
, 138–139
Semi-structured interview protocol
, 169–170
Sense of belonging
, 174–175
Service learning
, 165, 170, 178–179
Sexism
, 50–51, 56–57, 198–199
Sister Circle methodology
, 112
Sisterhood
, 50, 61
among Black girls
, 60
networks
, 3–4
sense of
, 61
Snowball sampling method
, 192–193
Social inequality
, 174–175
Social learning theory
, 52
Social science research
, 99
Socialization
, 51
of Black girls
, 53–55
Socio-emotional skills
, 14–15
Socioeconomic status (SES)
, 12, 169–170, 175
Socioemotional development
, 31
Sociopolitical consciousness
, 32
Sports, Black women in
, 101–102
State of Florida v. George Zimmerman
, 1
Stereotype
, 100
of Black girls
, 56–57
threat
, 177
Structural power
, 175–176
Struggling learner
, 14, 33–34
Student(s)
achievement
, 119–120
departure theory
, 162–163
engagement
, 162, 164
linked perceptions of students’ gender identity and beauty
, 152–153
student-teacher relationships
, 44–45