This dissertation study aims to illuminate the creation of safe spaces for marginalized youth through mentorship initiatives. Likewise, the study examines the roles of mentorship programs in transforming the lives of Black adolescent girls by providing them with tools to change the narratives depicted by society. A qualitative design was employed that used phenomenological interviewing techniques and ethnographic observations to explore the experiences of the Black adolescent girls in one university-sponsored mentorship program. The findings illustrate what is coined through this research—a critical Black feminist mentorship model that emphasizes an intersectional identity development, the actualization of voice, the creation and preservation of sisterhood and solidarity, and consciousness raising. The results, implications, and future research possibilities are discussed.
","abstract_html":"<p>This dissertation study aims to illuminate the creation of safe spaces for marginalized youth through mentorship initiatives. Likewise, the study examines the roles of mentorship programs in transforming the lives of Black adolescent girls by providing them with tools to change the narratives depicted by society. A qualitative design was employed that used phenomenological interviewing techniques and ethnographic observations to explore the experiences of the Black adolescent girls in one university-sponsored mentorship program. The findings illustrate what is coined through this research—a critical Black feminist mentorship model that emphasizes an intersectional identity development, the actualization of voice, the creation and preservation of sisterhood and solidarity, and consciousness raising. The results, implications, and future research possibilities are discussed.</p>","abstract_has_math":false,"creators":["Logwood, Dyann C."],"institution":null,"degree_name":"Doctor of Philosophy (PhD)","degree_level":"Open Access Dissertation","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":["Wendy Burke, PhD, Chair","Sylvia Jones, PhD","Nancy Copeland, PhD"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-01-01T08:00:00Z","date_published":"2020-01-01T08:00:00Z","updated_at":"2026-07-24T02:17:40Z","subjects":["African American Adolescent Girls","Black Girlhood Studies","Critical Black Feminist","Mentorship","Mentoring","Mentoring Middle School Black Girls","University Sponsored Mentoring Programs","African American Studies","Curriculum and Instruction","Educational Sociology","Higher Education","Social Work","Teacher Education and Professional Development","Women's Studies"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.emich.edu/theses/1050","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Wendy Burke, PhD, Chair","Sylvia Jones, PhD","Nancy Copeland, PhD"]},{"key":"dc:creator","label":"Author","values":["Logwood, Dyann C."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2021-02-16T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Teacher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["African American Adolescent Girls","Black Girlhood Studies","Critical Black Feminist","Mentorship","Mentoring","Mentoring Middle School Black Girls","University Sponsored Mentoring Programs","African American Studies","Curriculum and Instruction","Educational Sociology","Higher Education","Social Work","Teacher Education and Professional Development","Women's Studies"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.emich.edu/theses/1050"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This dissertation study aims to illuminate the creation of safe spaces for marginalized youth through mentorship initiatives. Likewise, the study examines the roles of mentorship programs in transforming the lives of Black adolescent girls by providing them with tools to change the narratives depicted by society. A qualitative design was employed that used phenomenological interviewing techniques and ethnographic observations to explore the experiences of the Black adolescent girls in one university-sponsored mentorship program. The findings illustrate what is coined through this research—a critical Black feminist mentorship model that emphasizes an intersectional identity development, the actualization of voice, the creation and preservation of sisterhood and solidarity, and consciousness raising. The results, implications, and future research possibilities are discussed.
"]},{"key":"dc:title","label":"Title","values":["Critical Black feminist mentorship: A review of a middle school and university-sponsored program for adolescent Black girls"]}]}],"canonical_facts":{"dc:contributor":["Wendy Burke, PhD, Chair","Sylvia Jones, PhD","Nancy Copeland, PhD"],"dc:creator":["Logwood, Dyann C."],"dc:date.available":["2021-02-16T08:00:00Z"],"dc:description.abstract":["This dissertation study aims to illuminate the creation of safe spaces for marginalized youth through mentorship initiatives. Likewise, the study examines the roles of mentorship programs in transforming the lives of Black adolescent girls by providing them with tools to change the narratives depicted by society. A qualitative design was employed that used phenomenological interviewing techniques and ethnographic observations to explore the experiences of the Black adolescent girls in one university-sponsored mentorship program. The findings illustrate what is coined through this research—a critical Black feminist mentorship model that emphasizes an intersectional identity development, the actualization of voice, the creation and preservation of sisterhood and solidarity, and consciousness raising. The results, implications, and future research possibilities are discussed.
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