ABSTRACT
American educators often view the Black girl as aggressive, defiant, and too challenging to educate, leading to disparities in disciplinary responses between the Black girl and her peers. This study aimed to examine the experiences of the Black girl in the K-12 system and to determine effective strategies teachers can use to establish productive educational relationships with the Black girl. The context of this inquiry was various states throughout the United States. In this study, I used a mixed method research design. Qualitative and quantitative data was collected through surveys. One group of participants were Black girls who are recent high school graduates. The other group of participants were teachers who had taught Black girls. I found a disconnect between the perspective of the Black girls and the teachers. I recommended a policy change that requires administrators to receive professional development and facilitative coaching each year so they will understand the unique needs of the Black girl in order to support their teachers. I also recommended that teachers of Black girls receive professional development each year. As part of my policy, teachers of Black girls will also be assigned a mentor to support them.
","abstract_html":"<p> <strong>ABSTRACT </strong></p> <p>American educators often view the Black girl as aggressive, defiant, and too challenging to educate, leading to disparities in disciplinary responses between the Black girl and her peers. This study aimed to examine the experiences of the Black girl in the K-12 system and to determine effective strategies teachers can use to establish productive educational relationships with the Black girl. The context of this inquiry was various states throughout the United States. In this study, I used a mixed method research design. Qualitative and quantitative data was collected through surveys. One group of participants were Black girls who are recent high school graduates. The other group of participants were teachers who had taught Black girls. I found a disconnect between the perspective of the Black girls and the teachers. I recommended a policy change that requires administrators to receive professional development and facilitative coaching each year so they will understand the unique needs of the Black girl in order to support their teachers. I also recommended that teachers of Black girls receive professional development each year. As part of my policy, teachers of Black girls will also be assigned a mentor to support them.</p>","abstract_has_math":false,"creators":["Dyer, Hyacinth"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Lorrie Butler","Dr. Carla Sparks"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-09-01T07:00:00Z","date_published":"2022-09-01T07:00:00Z","updated_at":"2026-07-24T03:21:12Z","subjects":["Black Girl","Education","Social and Emotional Learning","relationships","inclusive learning environments","Elementary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/706","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Lorrie Butler","Dr. Carla Sparks"]},{"key":"dc:creator","label":"Author","values":["Dyer, Hyacinth"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2022-11-23T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"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":["Black Girl","Education","Social and Emotional Learning","relationships","inclusive learning environments","Elementary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/706"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["ABSTRACT
American educators often view the Black girl as aggressive, defiant, and too challenging to educate, leading to disparities in disciplinary responses between the Black girl and her peers. This study aimed to examine the experiences of the Black girl in the K-12 system and to determine effective strategies teachers can use to establish productive educational relationships with the Black girl. The context of this inquiry was various states throughout the United States. In this study, I used a mixed method research design. Qualitative and quantitative data was collected through surveys. One group of participants were Black girls who are recent high school graduates. The other group of participants were teachers who had taught Black girls. I found a disconnect between the perspective of the Black girls and the teachers. I recommended a policy change that requires administrators to receive professional development and facilitative coaching each year so they will understand the unique needs of the Black girl in order to support their teachers. I also recommended that teachers of Black girls receive professional development each year. As part of my policy, teachers of Black girls will also be assigned a mentor to support them.
"]},{"key":"dc:title","label":"Title","values":["American Education and the Black Girl"]}]}],"canonical_facts":{"dc:contributor":["Dr. Lorrie Butler","Dr. Carla Sparks"],"dc:creator":["Dyer, Hyacinth"],"dc:date.available":["2022-11-23T08:00:00Z"],"dc:description.abstract":["ABSTRACT
American educators often view the Black girl as aggressive, defiant, and too challenging to educate, leading to disparities in disciplinary responses between the Black girl and her peers. This study aimed to examine the experiences of the Black girl in the K-12 system and to determine effective strategies teachers can use to establish productive educational relationships with the Black girl. The context of this inquiry was various states throughout the United States. In this study, I used a mixed method research design. Qualitative and quantitative data was collected through surveys. One group of participants were Black girls who are recent high school graduates. The other group of participants were teachers who had taught Black girls. I found a disconnect between the perspective of the Black girls and the teachers. I recommended a policy change that requires administrators to receive professional development and facilitative coaching each year so they will understand the unique needs of the Black girl in order to support their teachers. I also recommended that teachers of Black girls receive professional development each year. As part of my policy, teachers of Black girls will also be assigned a mentor to support them.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/706"],"dc:subject":["Black Girl","Education","Social and Emotional Learning","relationships","inclusive learning environments","Elementary Education and Teaching"],"dc:title":["American Education and the Black Girl"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:12Z"}