Black feminist scholars have highlighted the various ways Black women and girls are rendered invisible throughout many U.S. institutions. In the past few years, advocates have called attention to the ways gendered-racialized biases contribute to the punitive and dehumanizing treatment of Black girls in school. This study will demonstrate how Black adolescent girls negotiate their identity at school through the creation of self-portraits. By using dual self-portraits, in which girls are able to express their own perspective and imagine the perspective of their teacher, Black adolescent girls are allowed the space to explore the relationship between power, culture and their identity development. Overwhelmingly, the visual and interview data in this study suggested two major ways girls are experienced in relation to their teachers. Their inner selves are rendered invisible (i.e. Girls believed their teachers did not know or see their inner selves) or fully visible (i.e. Girls believed their teachers knew and saw their complete selves). The findings of this research study provide information for teachers to understand how to engage Black girls in ways that support their multiple identities. This study contributes new knowledge to the field of teacher education and Black Girlhood Studies.
","abstract_html":"<p>Black feminist scholars have highlighted the various ways Black women and girls are rendered invisible throughout many U.S. institutions. In the past few years, advocates have called attention to the ways gendered-racialized biases contribute to the punitive and dehumanizing treatment of Black girls in school. This study will demonstrate how Black adolescent girls negotiate their identity at school through the creation of self-portraits. By using dual self-portraits, in which girls are able to express their own perspective and imagine the perspective of their teacher, Black adolescent girls are allowed the space to explore the relationship between power, culture and their identity development. Overwhelmingly, the visual and interview data in this study suggested two major ways girls are experienced in relation to their teachers. Their inner selves are rendered invisible (i.e. Girls believed their teachers did not know or see their inner selves) or fully visible (i.e. Girls believed their teachers knew and saw their complete selves). The findings of this research study provide information for teachers to understand how to engage Black girls in ways that support their multiple identities. This study contributes new knowledge to the field of teacher education and Black Girlhood Studies.</p>","abstract_has_math":false,"creators":["Blevins, Darielle"],"institution":null,"degree_name":"Education PhD, Joint with San Diego State University","degree_level":"Open Access Dissertation","degree_discipline":"School of Educational Studies","degree_department":null,"school":null,"contributors":["Linda Perkins","Marva Cappello","DeLacy Ganley"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-01-01T08:00:00Z","date_published":"2020-01-01T08:00:00Z","updated_at":"2026-07-24T01:40:28Z","subjects":["Adolescent","Black Girlhood","Visual Methodology","African American Studies","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarship.claremont.edu/cgu_etd/668","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Linda Perkins","Marva Cappello","DeLacy Ganley"]},{"key":"dc:creator","label":"Author","values":["Blevins, Darielle"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2023-12-04T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["School of Educational Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Education PhD, Joint with San Diego State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Adolescent","Black Girlhood","Visual Methodology","African American Studies","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarship.claremont.edu/cgu_etd/668"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Black feminist scholars have highlighted the various ways Black women and girls are rendered invisible throughout many U.S. institutions. In the past few years, advocates have called attention to the ways gendered-racialized biases contribute to the punitive and dehumanizing treatment of Black girls in school. This study will demonstrate how Black adolescent girls negotiate their identity at school through the creation of self-portraits. By using dual self-portraits, in which girls are able to express their own perspective and imagine the perspective of their teacher, Black adolescent girls are allowed the space to explore the relationship between power, culture and their identity development. Overwhelmingly, the visual and interview data in this study suggested two major ways girls are experienced in relation to their teachers. Their inner selves are rendered invisible (i.e. Girls believed their teachers did not know or see their inner selves) or fully visible (i.e. Girls believed their teachers knew and saw their complete selves). The findings of this research study provide information for teachers to understand how to engage Black girls in ways that support their multiple identities. This study contributes new knowledge to the field of teacher education and Black Girlhood Studies.
"]},{"key":"dc:title","label":"Title","values":["Visualizing Girlhood: Visibility and the Power of the Black Girl Gaze to Understand Adolescent Girls’ Identity"]}]}],"canonical_facts":{"dc:contributor":["Linda Perkins","Marva Cappello","DeLacy Ganley"],"dc:creator":["Blevins, Darielle"],"dc:date.available":["2023-12-04T08:00:00Z"],"dc:description.abstract":["Black feminist scholars have highlighted the various ways Black women and girls are rendered invisible throughout many U.S. institutions. In the past few years, advocates have called attention to the ways gendered-racialized biases contribute to the punitive and dehumanizing treatment of Black girls in school. This study will demonstrate how Black adolescent girls negotiate their identity at school through the creation of self-portraits. By using dual self-portraits, in which girls are able to express their own perspective and imagine the perspective of their teacher, Black adolescent girls are allowed the space to explore the relationship between power, culture and their identity development. Overwhelmingly, the visual and interview data in this study suggested two major ways girls are experienced in relation to their teachers. Their inner selves are rendered invisible (i.e. Girls believed their teachers did not know or see their inner selves) or fully visible (i.e. Girls believed their teachers knew and saw their complete selves). The findings of this research study provide information for teachers to understand how to engage Black girls in ways that support their multiple identities. This study contributes new knowledge to the field of teacher education and Black Girlhood Studies.
"],"dc:identifier":["https://scholarship.claremont.edu/cgu_etd/668"],"dc:subject":["Adolescent","Black Girlhood","Visual Methodology","African American Studies","Education"],"dc:title":["Visualizing Girlhood: Visibility and the Power of the Black Girl Gaze to Understand Adolescent Girls’ Identity"],"thesis:degree_discipline":["School of Educational Studies"],"thesis:degree_level":["Open Access Dissertation"],"thesis:degree_name":["Education PhD, Joint with San Diego State University"]},"updated_at":"2026-07-24T01:40:28Z"}