{"id":{"repo_id":"national-louis","oai_identifier":"oai:digitalcommons.nl.edu:diss-1538"},"canonical_url":"https://search.dev.ndltd.org/etd/national-louis/oai:digitalcommons.nl.edu:diss-1538","repository":{"repo_id":"national-louis","name":"National-Louis University","base_url":"https://digitalcommons.nl.edu/do/oai/"},"display":{"title":"Black Girls Matter: The Impact of Historical Representation on Contemporary Education","abstract":"<p>A long history of misogynoir and negative stereotypes about Black<br />girls and women can be found throughout the literature and popular <br />culture of the United States. These stereotypes inform the lived <br />experience of Black girls and women, and in particular interfere with <br />African American girls’ ability to thrive in a school environment. An <br />autoethnographic research approach shows that various strategies, in <br />particular, Black girl-centric spaces, have proven to be helpful in <br />supporting Black girls who have to negotiate varying degrees of <br />hostility in general environments. These could be applied more broadly <br />to improve Black girls’ mental, psychological, physical, and <br />educational outcomes.</p>","abstract_html":"&lt;p&gt;A long history of misogynoir and negative stereotypes about Black&lt;br /&gt;girls and women can be found throughout the literature and popular &lt;br /&gt;culture of the United States. These stereotypes inform the lived &lt;br /&gt;experience of Black girls and women, and in particular interfere with &lt;br /&gt;African American girls’ ability to thrive in a school environment. An &lt;br /&gt;autoethnographic research approach shows that various strategies, in &lt;br /&gt;particular, Black girl-centric spaces, have proven to be helpful in &lt;br /&gt;supporting Black girls who have to negotiate varying degrees of &lt;br /&gt;hostility in general environments. These could be applied more broadly &lt;br /&gt;to improve Black girls’ mental, psychological, physical, and &lt;br /&gt;educational outcomes.&lt;/p&gt;","abstract_has_math":false,"creators":["Strong, Carolyn"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Curriculum and Social Inquiry","degree_department":null,"school":null,"contributors":["Dr. Kamau Rashid"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-06-01T07:00:00Z","date_published":"2020-06-01T07:00:00Z","updated_at":"2026-07-24T03:20:57Z","subjects":["African American Studies","Bilingual, Multilingual, and Multicultural Education","Cultural History","Curriculum and Instruction","Educational Administration and Supervision","Educational Leadership","Educational Psychology","Elementary and Middle and Secondary Education Administration","Gender Equity in Education","Other Feminist, Gender, and Sexuality Studies","Urban Education","Women's Studies"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/496","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Kamau Rashid"]},{"key":"dc:creator","label":"Author","values":["Strong, Carolyn"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2022-08-08T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Social Inquiry"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["African American Studies","Bilingual, Multilingual, and Multicultural Education","Cultural History","Curriculum and Instruction","Educational Administration and Supervision","Educational Leadership","Educational Psychology","Elementary and Middle and Secondary Education Administration","Gender Equity in Education","Other Feminist, Gender, and Sexuality Studies","Urban Education","Women's Studies"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/496"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["<p>A long history of misogynoir and negative stereotypes about Black<br />girls and women can be found throughout the literature and popular <br />culture of the United States. These stereotypes inform the lived <br />experience of Black girls and women, and in particular interfere with <br />African American girls’ ability to thrive in a school environment. An <br />autoethnographic research approach shows that various strategies, in <br />particular, Black girl-centric spaces, have proven to be helpful in <br />supporting Black girls who have to negotiate varying degrees of <br />hostility in general environments. These could be applied more broadly <br />to improve Black girls’ mental, psychological, physical, and <br />educational outcomes.</p>"]},{"key":"dc:title","label":"Title","values":["Black Girls Matter: The Impact of Historical Representation on Contemporary Education"]}]}],"canonical_facts":{"dc:contributor":["Dr. Kamau Rashid"],"dc:creator":["Strong, Carolyn"],"dc:date.available":["2022-08-08T07:00:00Z"],"dc:description.abstract":["<p>A long history of misogynoir and negative stereotypes about Black<br />girls and women can be found throughout the literature and popular <br />culture of the United States. These stereotypes inform the lived <br />experience of Black girls and women, and in particular interfere with <br />African American girls’ ability to thrive in a school environment. An <br />autoethnographic research approach shows that various strategies, in <br />particular, Black girl-centric spaces, have proven to be helpful in <br />supporting Black girls who have to negotiate varying degrees of <br />hostility in general environments. These could be applied more broadly <br />to improve Black girls’ mental, psychological, physical, and <br />educational outcomes.</p>"],"dc:identifier":["https://digitalcommons.nl.edu/diss/496"],"dc:subject":["African American Studies","Bilingual, Multilingual, and Multicultural Education","Cultural History","Curriculum and Instruction","Educational Administration and Supervision","Educational Leadership","Educational Psychology","Elementary and Middle and Secondary Education Administration","Gender Equity in Education","Other Feminist, Gender, and Sexuality Studies","Urban Education","Women's Studies"],"dc:title":["Black Girls Matter: The Impact of Historical Representation on Contemporary Education"],"thesis:degree_discipline":["Curriculum and Social Inquiry"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:57Z"}