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African American Females

Addressing Challenges and Nurturing the Future

Edited by Eboni M. Zamani-Gallaher and Vernon C. Polite

Publication Year: 2013

African American Females: Addressing Challenges and Nurturing the Future illustrates that across education, health, and other areas of social life, opportunities are stratified along gender as well as race lines. The unequal distribution of wealth, power, and privilege between men and women intersects with race and class to create multiple levels of disadvantage. This book is one result of a unique forum intended to bring into focus the K–12 and postsecondary schooling issues and challenges affecting African American girls and women. Focusing on the historical antecedents of African American female participation and the contemporary context of access and opportunity for black girls and women, the contributors to this collection pay particular attention to the interaction of gender with race/ethnicity, class, age, and health, with the central aim of encouraging thoughtful reading, critical thinking, and informed conversations about the necessity of exploring the lives of African American females. Additionally, the book frames important implications for recommended changes in policy and practice regarding a number of critical matters presently affecting African American females in schools and communities across the state of Michigan and nationwide.

Published by: Michigan State University Press

Cover

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p. 1-1

Title page, Copyright Page

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pp. 2-7

Contents

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pp. vii-x

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Foreword

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pp. xi-xiv

African American Females: Addressing Challenges and Nurturing the Future is a volume long overdue. In societies all across the globe, men and women lead very different lives. Gender, defined as the biological traits that are linked to being male or female, is also linked to gender stratification, which is the unequal distribution of wealth, power, and privilege between men and women. ...

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Preface

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pp. xv-xvi

On September 26, 2008, Eastern Michigan University’s College of Education, the McGregor Fund, and the Office of Urban Education and Educational Equity sponsored a conference focused on African American females. The meeting was the second in the Courageous Conversations series, a follow-up to a 2006 summit ...

Part 1. K–12 Educational Experiences of African American Females

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Trends in Cultural, Social, and Symbolic Capital Post–No Child Left Behind: Implications for African American Female Cognitive and Noncognitive Achievement in Michigan Public Schools

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pp. 3-28

Internal and external implications of cultural, social, and symbolic capital influence the microlevel schooling process within the K–12 educational system. The individualized and collective implications associated with these distinct forms of capital affect the manner in which the context of a school culture values certain types of activities, affiliations, and knowledge ...

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It Can Be Done and It Must Be Done: Creating Educational Excellence for African American Girls in Urban Science Classrooms

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pp. 29-44

Recently, I was invited to speak at a Detroit high school that focused on STEM (Science, Technology, Engineering, and Math). As I spoke with the students during the lecture and when in a classroom, I began to notice a disturbing pattern. The boys seemed very involved, but far too many of the girls seemed distant. ...

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The Experiences of Gifted African American Females: “Damned If You Are and Damned If You Aren’t”

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pp. 45-76

The first author was meeting with her graduate students in preparation for what was to be a highly successful and significant conference about the status of African American females when one of them made a comment that urged her to ask, “Aren’t you attending the conference?” ...

Part 2. Pathway to the Professions: African American Females on Both Sides of the Desk

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A Needle in a Haystack: The Search for African American Female Teachers in K–12 Education

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pp. 79-102

The K–12 teaching workforce, comprised primarily of White middle-class females, does not mirror the progressively diverse student population in the majority of public schools in the United States. According to the National Center for Education Statistics (NCES), during the 2007–2008 school year, there were roughly 3.5 million teachers (NCES, 2010a, 2010b). ...

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Preparing for the Knowledge Society: Lessons from Detroit’s Early African American Female Teachers

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pp. 103-124

The knowledge society, or postcapitalist society, as described by Drucker (1993), requires new ways to think about education, schooling, and work. As the United States transitions from an industrial culture to a knowledge-based society, the depth of change is felt deeply in industrial cities such as Detroit. ...

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Poverty, Postsecondary Education, and Child Care: The Impact of “Work First” Policies on African American Single Mothers in Michigan

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pp. 125-154

These are the voices of African American mothers in poverty in Michigan—divorced, single, and teen parents. All share in common experiences of harsh inflexible treatment from a welfare system that systematically discourages them from pursuing postsecondary education and, with its “Work First” emphasis, coerces the women to take jobs, ...

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Examining African American Female Students’ Decision to Pursue the Doctorate

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pp. 155-186

African Americans have made great advancements in postsecondary education. Over the last 30 years, enrollment and degree attainment has increased over 65 percent at undergraduate and graduate degree levels (National Center for Education Statistics, 2008). In 1976, barely 111,000 African Americans participated in higher education. ...

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It’s My Prerogative: Black Women Administrators Share Their Challenges of Race and Gender at Predominately White Michigan Institutions

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pp. 187-216

With the passage of the Michigan Civil Rights Initiative, better known as Proposal 2, in 2006, race-conscious and gender-conscious policies and programs garnered much attention and review because Proposal 2 made such efforts illegal due to their exclusive and preferential practices (Michigan Civil Rights Commission, 2007). ...

Part 3. Social and Cultural Issues Affecting African American Females

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An Exploratory Study of Social Issues Facing African American High School Female Adolescents in Detroit

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pp. 219-234

Recent statistics indicate that approximately two-thirds of girls who occupy the juvenile justice system are students of color, primarily African American and Latina adolescent females (American Bar Association and National Bar Association, 2001). ...

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Critical Race Theory and African Womanism: Theorizing Black Girls’ Education at the Local and Global Levels

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pp. 235-256

If educational policymakers and critics are truly committed to moving the education of Black girls forward, first we must begin by looking at how the educational conditions of U.S. Black female students are connected to larger economic, social, and political injustices that Black women and girls encounter across the African Diaspora. ...

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Imag[e]ining Hip-Hop Femininity: Contentions, Contradictions, and Contributions

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pp. 257-276

Hip-hop is undoubtedly a pop culture phenomenon. Born in the basement of a housing complex to a man by the name of Clive “Kool Herc” Campbell, hip-hop ultimately ventured away from the streets of New York City and has been influential throughout the globe. ...

Part 4. Psychosocial and Health Matters

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Legacies of Shame and Blood: Intimate Partner Violence among African American Women

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pp. 279-302

Intimate partner violence (IPV) is the current term used to describe the incidence of violence in the context of relationship. The term “domestic violence” is seen as a subcomponent of the violence that often rages within a home, where an adult is targeted by a partner. IPV also includes child sexual and physical abuse. Unfortunately, it is all too common. ...

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Self-Definitions of Daily Routines, Parent-Child Interactions, and Crack Cocaine Addiction among African American Mothers

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pp. 303-324

Illegal drug use continues to affect many African American children and their families. A government report indicates that crack cocaine continues to plague most major cities in the United States. ...

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HIV Prevention Efforts and African American Women: A Commentary for Future Research

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pp. 325-346

Infection with the human immunodeficiency virus (HIV) is a major health concern for American women, especially African American women. According to statistics provided by the Centers for Disease Control (CDC), HIV-related illnesses constitute “the leading cause of death for black women . . . aged 25–34” (CDC, 2008, p. 1), ...

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African American Women and Cancer

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pp. 347-366

I am not a cancer specialist, but sometimes I think of myself as a cancer detective. Many of my patients are at risk for developing cancer; some are even living with cancer without knowing it. A large part of the work of gastroenterologists is performing colonoscopies. ...

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Improving General Health Care for African American Women: Michigan and Beyond

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pp. 367-378

Historically, African American women have the poorest overall health and health outcomes when compared to other groups of women. Socioeconomic, cultural, racial, and gender barriers severely affect the ability of this population of women to receive process, accept, and incorporate those skills, knowledge, and behaviors necessary to lessen their overall health risks ...

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About the Contributors

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pp. 379-389

Dale Anderson is a Ph.D. candidate at Wayne State University. His research interests revolve around racial identity and diversity within hip-hop culture. His secondary interests focus on ethnographic data collection methods and creating cultural sensitivity in the classroom. ...


E-ISBN-13: 9781609173890
E-ISBN-10: 1609173899
Print-ISBN-13: 9781611860979
Print-ISBN-10: 1611860970

Page Count: 405
Illustrations: 1
Publication Year: 2013

Edition: 1st
Series Title: Courageous Conversations