Academic experiences of Black girls with disabilities

, 120–122

discipline and teacher bias

, 120–121

educational opportunity and teacher bias

, 121–122

educational/academic outcomes

, 120–122

Academic skills

, 14–15

Adaptive cultures

, 9

Adultification of Black girls

, 209

Aesthetic resistance

, 188

African American

elementary girls

, 210

identity model

, 51

people

, 186

women

, 210, 213

Afrocentric feminist epistemology

, 190–191, 193

“Am I: Too African to be American or Too American to be African?” (documentary film)

, 153

American preK-12 school systems

, 101–102

Americans with Disabilities Act

, 120

Androgynous leadership style

, 208–209, 212–213

“Antagonism”

, 59

Anti-oppressive educators

, 19

Anxiety

, 99–100

Attachment

, 13

“Aversive racism”

, 213

Beauty identity examinations among Black women

, 188

Behavioral science research

, 99

Bicultural negotiation

, 141–143

Bio-ecological framework

, 9

Bioecological model

, 9

Biracial girls

school experiences of

, 70–73

sociohistorical context

, 70–71

Biraciality

, 71, 73, 88–89

Black aesthetic

, 186

Black African immigrants

, 140

girls approach

, 143–144

in United States

, 140–141

Black Athlete Sister Circle (BASC)

, 111–113

Black college women’s coping strategies

, 199

Black community

, 1

Black educators

early childhood education and development of Black girls

, 33–34

guiding framework

, 31–32

policy

, 46

practice

, 45–46

racial-ethnic identities development in young children

, 31–32

reflections from classroom

, 35–43

research

, 44–45

supporting Black girls in early childhood

, 34

Black females

, 17, 211

Black feminist

, 187

thinkers

, 189

thought

, 188–190

Black Feminist Thought (BFT)

, 102–103

Black girl experience

critical race theory and critical race feminism

, 55–60

friendships

, 58–60

implications

, 61–62

intersectionality

, 53

policy

, 62

practice

, 61–62

racial and gender identity development

, 51–55

research

, 62

socialization of Black girls

, 53–55

Black girl student-athletes

, 96, 100–101

centrality of Black girl student-athletes’ experiences

, 97

classroom experiences and disciplinary sanctions

, 98–99

coach as influencer

, 107–109

data collection and analysis

, 104–105

enhancing educator preparedness

, 110–114

experience stereotype

, 100

findings

, 105–110

frames for understanding racialized and gendered experiences

, 98–100

identity at intersection of “black girl” and “student-athlete”

, 100–102

interact with peers

, 109–110

school diversity and fitting in

, 105–107

stereotypes and difference

, 99–100

stories in preK-12

, 102–105

theoretical framework

, 103–104

Black Girlhood Studies

, 100–101

Black girls

, 31, 207–208, 210

academic experiences of

, 120–122

challenges faced by

, 208–214

in curriculum

, 38

with disabilities

, 127–132

discipline disparities for

, 17

early childhood education and development of

, 33–34

encouraging Black girls to lead and develop positive self-concept

, 40

executive women

, 212–214

helping Black girls understand feelings and emotions

, 38–39

to play and navigate girlhood

, 39

postsecondary and early career

, 210–212

postsecondary readiness

, 122–127

recommendations for policy

, 133

recommendations for practice

, 132–133

recommendations for research

, 133

school age

, 208–210

school counselors and school psychologists working together

, 127–132

supporting Black girls in early childhood

, 34

Black immigrant

, 138–139

students

, 139–140

women

, 139–140

Black Lives Movement

, 1

Black male masculinity

, 16

Black natural hair channels

, 202

Black people

, 187

Black undergraduate women

, 162

barriers to engagement

, 179–180

impact of campus climate

, 174, 178, 180–181

College Student Report

, 169

data analysis

, 170

engagement in service-learning, research with faculty member, or internships

, 170–171

extent of engagement with HIPs

, 178–179

factors contribute to Black undergraduate women’s engagement or non-engagement

, 171

HIPs

, 164–166

instrumentation

, 169–170

internships, co-ops, career preparation experiences

, 166

knowledge of HIPs

, 171–178

lack of knowledge

, 179–180

methods

, 167–170

participants and procedures

, 168–169

purpose of study

, 166

recommendations for policy

, 182

recommendations for practice

, 181

recommendations for research

, 181

research design

, 167–168

research with faculty

, 165–166

results

, 170–178

semi-structured interview protocol

, 169–170

service-learning

, 165

significance of study

, 167

student engagement

, 162–164

theoretical framework

, 166–167

Black women

, 187, 207–208

access to natural communities

, 199–200

being in community of sisters

, 201–202

Black feminist thought

, 188–190

challenges faced by

, 208–214

collegians’ experiences

, 190

data analysis

, 193

educational settings

, 215–216

executive women

, 212–214

experiences going natural in college

, 187

findings

, 198–202

hair, and beauty

, 188

leaders

, 212

learning and loving self

, 200–201

methods

, 190–198

participants

, 194–195, 198

policy

, 217

positionality

, 191–192

postsecondary and early career

, 210–212

prevalence of respectability politics

, 198–199

purpose of study

, 187

racial battle fatigue

, 188

recommendations

, 214–218

recommendations for policy

, 204

recommendations for practice

, 203–204

recommendations for research

, 202–203

recruitment and data collection

, 192–193

research

, 217–218

school age

, 208–210

within school environment

, 2–3

site of study

, 192

social realities of

, 2–3

study significance

, 187

trustworthiness

, 193–194

work settings

, 216–217

and young girls

, 1–2

Black-White biracial girls

, 3–4

Black-White biracial women

academic literature context

, 72–73

background coloring school experiences of biracial girls

, 70–73

balancing influences of home–school connections

, 85–87

bringing work to life through application

, 87–91

data analysis

, 74–76

data and methods

, 73–77

data sources

, 73–74

home and school as connected places

, 87

learning experiences of

, 70

learning from biracial women’s reflections on elementary experiences

, 77–87

makings of “school” contexts

, 79–82

mutually constitutive experiences

, 77–79

policy

, 90–91

practice

, 89–90

research

, 88–89

researcher positionality

, 76–77

theoretical framing

, 73

unwritten curriculum

, 82–85

Black-White female gap

, 8

#BlackGirlMagic

, 54

#BlackLivesMatter

, 1–3

Blackness

, 3–4, 51–52, 70–71, 87–88, 139

Brown girls

, 210

Campus climate, impact of

, 174–178

Career preparation experiences

, 166

Categorical content approach

, 104

“Circuits of dispossession”

, 19

Classism

, 56–57, 198–199

Classroom

addressing race and racism in

, 42–43

experiences

, 98–99

reflection from

, 35–43

settings

, 54

Co-Ops

, 166

Coach as influencer

, 107–109

Cognitive stimulation

, 13

Cognitive-developmental theory

, 52

College Student Report

, 164, 169

College student-athletes

, 112–113

Color silence

, 32

“Colorblind” approach

, 32

Colorism

, 71, 73

“Conflict”

, 59

Consistent learner

, 14, 33–34

Context-shaping identities

, 77–79

Contextual factors

, 60

Conventions on Rights of Child (CRC)

, 22

Create Respectful and Open World for Natural Hair Act (CROWN Act)

, 186, 204

Criminalization of Black girls

, 50–51, 62

Crisis of educational exclusion

, 8

Critical legal studies

, 55–56

Critical race feminism (CRF)

, 56–57, 144–145

Critical Race Feminism (FemCrit)

, 9–10, 16, 55, 60

Critical race theory (CRT)

, 9, 50–51, 55, 60, 73, 165

Cultural negotiation

, 148–149

Culturally based mentoring

, 61

Culturally relevant pedagogy

, 43

Culturally responsive interventions

, 60

Culturally responsive teaching

, 55

Curriculum, Black girls in

, 38

Data analysis process

, 193–194

Deficit-based discourses

, 13–14

Dell Scholars Program

, 139–140

Demographic shifts

, 102

Developmental theorists

, 31

Disciplinary sanctions

, 98–99

Discipline disproportionality

, 2–3

Discrimination

, 9, 50–51, 211

Disidentification

, 107

Disinvestment

Black girls and women challenges faced as executive women

, 214

Black girls and women challenges faced in postsecondary and early career

, 212

Black girls and women challenges faced in school age

, 210

Documenting Effective Educational Practice project (DEEP project)

, 164

Dualities in language and ways of speaking

, 149–150

Early childhood

, 31

education and development of Black girls

, 33–34

program

, 9

supporting Black girls in

, 34

Early childhood educators

, 45

Early Childhood Longitudinal Study-Birth Cohort (ECLS-B Cohort)

, 12, 21–22, 33–34

Early education experiences

, 15–16

Education system in United States

, 8

Educational opportunity

, 121–122

Educational stakeholders

, 3–4

Educator interaction

, 79

Educator preparedness

BASC

, 112–113

call for teacher advocates

, 113–114

enhancing

, 110–114

entering relationship with Black girls

, 111–112

practice

, 111–114

research

, 110–111

Educators

, 45, 107

Emotions, helping black girls understanding

, 38–39

Equity audits

, 110–111

Essentialism

, 52

Ethnicity

, 194–196

“European-textured straight hair”

, 199–200

Excelling learner

, 14, 33–34

Exclusionary practices

, 16

Executive women

challenges faced by black girls and women in

, 212–214

disinvestment

, 212

disinvestment

, 214

implicit bias

, 213

invisibility/hypervisibility

, 214

Experiential knowledge

, 73

Expulsion

, 11, 15

Eye tracking technology

, 31

Familial structure

, 12

Family

, 53–54

engagement

, 13–14

and home environment

, 12–14

investment model

, 12

working with

, 61–62

Feelings, helping black girls understanding

, 38–39

Feminine

, 55

Film-based qualitative inquiry approach

, 145–146

Firebird

, 38

First-generation immigrant students

, 138–139

Friendships

, 58–60

Gates Millennium Scholars

, 139–140

Gender

, 52–54

bias

, 207–208

challenges in postsecondary and early career

, 211

challenges in school age

, 209

development

, 51–55

essentialism

, 52

identity

, 52

implications

, 16–17

intersectionality

, 53

Gendered microaggressions

, 188

Gendered racial identity

, 53

“Gendered racial penalty” for Black girls

, 33

Girls Leading Outward intervention (GLO intervention)

, 215

“Glass cliff”

, 214

Gloria Ladson-Billings

, 9

Good Hair documentary

, 196

Gun-Free Schools Act (GFSA)

, 19

Health skills

, 14–15

Heterosexism

, 198–199

High impact practices (HIPs)

, 162, 164, 166

extent of engagement with

, 178–179

knowledge of

, 171–178

High school

, 98

student-athletes’ intelligence

, 99–100

High-quality instruction

, 18

Higher education

, 3–4, 187

scholarships

, 139–140

Home environment

, 13

Home–school connections, balancing influences of

, 85–87

Hypervisible, Black women leaders

, 212

Hypodescent

, 71

Identity development

, 31

of Black girls

, 51

through literacy practices

, 143–144

Identity-shaping contexts

, 77–79

Implicit bias

challenges as executive women

, 213

challenges in postsecondary and early career

, 211

challenges in school age

, 209

Individualized Education Program (IEP)

, 123–124

Individuals with Disabilities Education Improvement Act (IDEA)

, 123–125

Institutional racism

, 9

Institutional Review Board

, 168

Institutionalized racism

, 50–51

Integrative model

, 9

Interlocking systems of oppression

, 188–189

Internships

, 166, 171

Interpersonal power

, 176

Intersectional approaches

, 2–3

Intersectional identities

challenges in postsecondary and early career

, 210–211

challenges in school age

, 208–209

Intersectionality

, 53, 166–167, 175–176, 210

Intersections of multiple racial identities

, 73

Invisibility/hypervisibility

challenges as executive women

, 214

challenges in postsecondary and early career

, 211–212

challenges in school age

, 209–210

Journal of African American Males in Education

, 33

Kindergarten

, 33–34

Black girls from preschool through

, 14

Leadership

identity

, 208

strategies

, 212–213

Literacy

practices

, 143–144

skills

, 31

Little Rascals, The (short films)

, 96

Low birth weight (LBW)

, 14–15

Marginality

, 208

Marginalization

, 50, 57–58

Memoir

, 73–74

Memos

, 193–194

Mentoring

, 61, 216

Misogynoir Black women

, 186–187

Monoracism

, 73

MultiCrit theory

, 73, 88–89

Multiracial children

, 72

Mutually constitutive experiences

, 77–79

My Brother’s Keeper Initiative (MBK Initiative)

, 11

Narrative inquiry approach

, 104

National Assessment of Educational Progress (NAEP)

, 14

National Center for Education Statistics (NCES)

, 139

National Collegiate Athletic Association (NCAA)

, 104

National Merit Scholarship

, 139–140

National Office for School Counselor Advocacy (NOSCA)

, 127–128, 132

National Survey of Student Engagement (NSSE)

, 162–163

Natural communities, access to

, 199–200

Natural hair

, 186

Black women’s experiences with

, 191

Black women’s hair choices

, 188

Black women’s online engagement related to hair

, 188

Black women’s perceptions and decisions about hair

, 188

community

, 191, 196

community on YouTube

, 196

examinations of good hair and beauty identity among Black women

, 188

jurisdiction

, 187

meaningfulness of

, 186

women’s experiences with

, 186

Negative stereotypes

, 100

Networks

, 216–217

No Child Left Behind legislation

, 119–120

Non-Black girls

, 33

Office for Civil Rights (OCR)

, 33, 57

“One drop rule”

, 71

Online natural hair community

, 201–202

Online YouTube community

, 202

Oppression

, 9, 187

P-16 Education

, 153–155

bicultural negotiation

, 141–143

Black immigrants living in United States

, 138

cultural negotiation

, 148–149

film-based qualitative inquiry approach

, 145–146

findings

, 147–153

identity development through literacy practices

, 143–144

implication for policy

, 153–154

implication for practice

, 154–155

implication for research

, 154

linked perceptions of students’ gender identity and beauty

, 152–153

literature review

, 140–141

methodology

, 145–147

procedure for data collection and analysis

, 146–147

theoretical frameworks

, 144–145

tumultuous racial identity formation

, 150–152

Parent education

, 12

Parenting

, 13

Patriarchy

, 207–208

Pedagogical practices for teachers and professors cognizant

, 154–155

Pedagogy

, 146

Peer relationships, learning through

, 82–85

learning how to survive among peers

, 82–85

Physical health

, 14–15

Positionality

, 191–192

Postsecondary and early career

challenges faced by black girls and women in

, 210–212

disinvestment

, 212

implicit and gender bias

, 211

intersectional identities

, 210–211

invisibility/hypervisibility

, 211–212

Postsecondary educational opportunity

, 120

Postsecondary readiness

, 122–127

school counselors role in

, 125–127

school psychologist and school counselor collaboration

, 123

school psychologists role in

, 123–125

Power relations

, 175–176

Predominantly White institution (PWI)

, 102–103

Predominately-white institutions (PWI)

, 163, 166

PreK–12

Black girl student-athletes’ stories in

, 102–105

education

, 3–4

school contexts

, 99

schooling

, 2–3

Primary sampling units (PSUs)

, 22

Projects in Humanization (PiH)

, 76–77

Protections, Affection, Correction, and Connection (PACC)

, 17

Public school educators

, 113

Qualitative approach

, 191

Questionnaire

, 169

Race in classroom

, 42–43

Race in the Schoolyard

, 9

Racial bias

, 207–208

Racial disproportionality

, 98

Racial identity

, 51–52

development

, 51–55

formation

, 150–151

intersectionality

, 53

Racial socialization

, 53

Racial-ethnic identities development in young children

, 31–32

Racial-ethnic socialization literature

, 72

Racialization

, 139, 141

Racism

, 9, 56–57, 73, 198–199, 211

in classroom

, 42–43

Recruitment and data collection

, 192–193

Referential mnemonics development

, 147

Reflection

, 34–35

addressing physical differences in classroom

, 35–36

addressing race and racism in classroom

, 42–43

challenging narrative by noticing

, 36–37

from classroom

, 35–43

encouraging Black girls to lead and develop positive self-concept

, 40

Eric’s comments about “dark” girls in class

, 41

helping black girls understand feelings and emotions

, 38–39

Nicole’s mother’s concerns about daughter’s changed behavior

, 42

providing positive examples of Black girls in curriculum

, 38

providing spaces for Black girls to play and navigate girlhood

, 39

reflections by David J. Johns, kindergarten teacher and third grade teacher

, 40–43

“Where’s Your Crown?” reflections from Cierra Kaler-Jones

, 37–40

“You Are from Africa So You Have to Be Blacker”

, 35–37

Relational aggression

, 3–4, 59–60, 62

Research methods

, 4

Research with faculty member

, 165–166, 171

Black undergraduate women engagement in

, 170–171

Researcher positionality

, 76–77

Resistance

, 189

Respectability politics

, 198–199

prevalence of

, 198–199

#SayHerName

, 2–3

School age

challenges faced by black girls and women in

, 208–210

disinvestment

, 210

implicit and gender bias

, 209

intersectional identities

, 208–209

invisibility/hypervisibility

, 209–210

School counselor

collaboration

, 123

role in postsecondary readiness

, 125–127

working together

, 127–132

School psychologist

, 123

role in postsecondary readiness

, 123–125

and school counselor collaboration

, 123

working together

, 127–132

“School-to-prison pipeline”

, 20

School(s)

, 54

Black girls marginalization in

, 57–58

curricula

, 55

diversity and fitting in

, 105–107

experiences of biracial girls

, 70–73

leaders

, 46

makings of “school” contexts

, 79–82

school-based disciplinary policies

, 55

success

, 13–14

Science, technology, arts, and math (STEAM)

, 216

Science, technology, engineering, and mathematics (STEM)

, 210

Second-generation immigrant students

, 138–139

Self-reflection

, 122–123

Semi-structured interview protocol

, 169–170

Sense of belonging

, 174–175

Service learning

, 165, 170, 178–179

“Sex”

, 52

Sexism

, 50–51, 56–57, 198–199

Sister Circle methodology

, 112

Sisterhood

, 50, 61

among Black girls

, 60

networks

, 3–4

sense of

, 61

Snowball sampling method

, 192–193

Social governance

, 71

Social inequality

, 174–175

Social learning theory

, 52

Social media

, 96–97

Social position

, 9

Social psychology

, 100

Social science research

, 99

Social support

, 122–123

Socialization

, 51

of Black girls

, 53–55

Societal perceptions

, 54

Socio-emotional skills

, 14–15

Socioeconomic status (SES)

, 12, 169–170, 175

Socioemotional development

, 31

Sociopolitical consciousness

, 32

Sport participation

, 100

Sports, Black women in

, 101–102

State of Florida v. George Zimmerman

, 1

Stereotype

, 100

of Black girls

, 56–57

threat

, 177

Structural power

, 175–176

Struggling learner

, 14, 33–34

Student(s)

achievement

, 119–120

departure theory

, 162–163

engagement

, 162, 164

linked perceptions of students’ gender identity and beauty

, 152–153

student-teacher relationships

, 44–45

Subjugation

, 139

SuperScholar

, 139–140

Suspensions

, 11, 15, 21

Teacher bias

, 121–122

Thematization process

, 193

Time

, 9

Tinto’s theory

, 162–163

Tipping point

, 16

“Tokens”

, 212

Top-down policies

, 90

“Transitioning”

, 187

Transnationalism

, 144–145, 150

“Traumatic experience”

, 194–196

Trustworthiness

, 193–194

Tumultuous racial identity formation

, 150–152

Two-phase sequential explanatory mixed method

, 4

United States

Black African immigrants in United States

, 140–141

Black immigrants living in

, 138–139

chattel slavery in

, 71

racial subpopulations in

, 70

Unwritten curriculum

, 82–85

“Urban pedagogies”

, 21

US Department of Education

, 50–51, 57

US preK-12 school system

, 98–99

Verbal communication

, 58

“Visibility/invisibility conundrum”

, 214

War on Poverty

, 8

Welfare Queen

, 10

White families

, 13–14

White femininity

, 17, 55

White privilege

, 55–56, 207–208

White supremacy

, 55–56

Whiteness

, 3–4, 51–52

Woman civil rights leaders

, 212

Workplace

, 207–208

Black women’s hair in

, 188

Young black girls

academic, socio-emotional, and health skills

, 14–15

conceptual framework

, 9–10

early education experiences

, 15–16

family and home environment

, 12–14

gender implications

, 16–17

making experiences of

, 8–22

making young black girls’ experiences visible

, 17–18

policy implications

, 19–21

practice implications

, 18–19

research implications

, 21–22

urgency to focus on young black girls’ early educational experiences

, 10–11

young black girls’ early years

, 12–16

YouTube channels of natural hair community

, 196

Zero Tolerance Policies

, 19, 21