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Informationen zum Autor Lori D. Patton, Ph.D. is Department Chair of Educational Studies and Professor of Higher Education and Student Affairs in the College of Education and Human Ecology at The Ohio State University. Patton is known for scholarship on critical race theory, diversity initiatives on college campuses, Black women and girls in educational and social contexts, and college student development. The author of over 80 peer-reviewed journal articles, book chapters, and other academic publications, she has received national awards for her scholarship including being ranked among the top 200 educators in the US. She is frequently sought for expertise on education topics. Venus E. Evans-Winters, Ph.D. is Senior Researcher at the African American Policy Forum. Her interests are educational policy analysis, Black girls' and women's psychosocial and education development, and critical race methodologies. She is the author of Black Feminism in Qualitative Inquiry: A Mosaic for Writing Our Daughter's Body and Teaching Black Girls: Resilience in Urban Schools. She is coeditor of the books, Black Feminism in Education: Black Women Speak Up, Back, & Out and Celebrating Twenty Years of Black Girlhood: The Lauryn Hill Reader. Dr. Evans-Winters is also a clinical psychotherapist in private practice and founder of Planet Venus Institute. Charlotte E. Jacobs, Ph.D. (she/her), is an adjunct assistant professor at the University of Pennsylvania Graduate School of Education. Her research interests focus on issues of identity development, race, and gender in education concerning adolescent girls of color, teacher education and diversity, and youth participatory action research (YPAR), which led her to recently co-found the EnGenderED Research Collaborative. Currently, Charlotte is the Co-Director of the Independent School Teaching Residency program at Penn GSE. Additionally, blending her work with independent schools and YPAR, Charlotte is the research director of the School Participat Klappentext This book names the challenges Black women and girls continue to experience as we pursue our education and offers implications and recommendations for practitioners, teachers, administrators, and policymakers. Zusammenfassung This book names the challenges Black women and girls continue to experience as we pursue our education and offers implications and recommendations for practitioners, teachers, administrators, and policymakers. Inhaltsverzeichnis Foreword- Cynthia B. Dillard Introduction. Establishing a Context for Centering Black Women and Girls in Education Part One. Mattering for Black Women and Girls in Schooling Contexts 1)Mid-Twerk and Mid-Laugh- Ruth Nicole Brown and Aria Halliday 2. Black Girl Literacie s-Gholdy Muhammad 3. Institutionalized Efforts to Increase the Participation of Black Women and Girls in STEM - Nicole M. Joseph 4. Resistance, Silence, and Armoring. Black Girls' Navigation of the Intersections of Schools, Emotions, and Emotional Literacy- Charlotte E. Jacobs Part Two. Naming and Challenging the Violence and Criminalization of Black Women and Girls 5. The Miseducation of Our Sisters- Erin Corbett 6. Unprotected and Left for Dead. Educational Policy and the "Nobodyness" of Black Girls Disciplined Through Suspension and School-Related Arrests- Venus Evans-Winters and Dorothy Hines 7. "Staying Out the Way". Connecting Black Girls' Experiences With School Discipline to Collegiate Experiences -Tiffany L. Steele 8. Reimagining Title IX for Black Girls- LaWanda W.M. Ward, Ayana T. Hardaway, and Nadrea R. Njoku Part Three. Navigating Politics and the Politicization of Black Women and Girls in Higher Education 9. Black Women Undergraduates' Reflections on the Pathway to College. Naming and Challenging Structural Disinvestments - Lori D. Patton, Keeley Copridge, and Sacha Sharp 10. Kinks, Curls, and Braids. Untangl...
