Due to lack of research, the nuanced experiences of Black women training in the discipline of ballet, have been overlooked. As a result of lacking academic examination, the disorientation of Black women has continued at the hands of foundational and cultural principles found in Eurocentric ballet. This research is a qualitative study of scholarship paired with auto-ethnography to highlight the mental and physical damage Eurocentric ballet has caused Black women. The presented scholarship employed an afrocentric approach in an effort to accurately articulate and validate the experiences of Black ballerinas. / Africology and African American Studies

Thesis (Ed.D.)--Teachers College, Columbia University, 1991. / Includes tables. Typescript; issued also on microfilm. Sponsor: Karen Kepler Zumwalt. Dissertation Committee: Linda Darling-Hammond. Includes bibliographical references (leaves 312-319).

Thesis advisor: Sherry K. Watt. Includes bibliographic references (p. 131-148).

This research utilized a 1994 study administered by Marilyn Kern-Foxworth, et al. that examined the roles and status of black women in public relations, using individual and organizational discriminates.A survey of 46 questions was administered to 58 women over a seven-week period. The results offered the current profile of a black female practitioner, and suggested that both her role and status are closer to that of communication technician (low-level management) than to expert prescriber (high-level management).The study offered data not included in the original research, such as practitioner salary, region of practice, and professional affiliation. / Department of Journalism

This paper explores the general attitudes of African Americans towards the programming disseminated on the BET network past and present (pre-Viacom/post-Viacom). The mass media company Viacom acquired BET from African American founder Robert L. Johnson in 1980. BET under Johnson took pride in its ability to provide sophisticated, value-driven, and positive programming for African Americans. This study looks to see if the cultural values at BET have changed via its programming since Viacom’s purchase. This study utilized social media to survey 100 participants who were born prior to 1984 who identify as African American or mixed African American and are familiar with BET. This paper uses social identity theory to examine the attitudes that the African American participants hold towards BET as they use their value-set to negotiate their social identity via their attitudes with the content shown on BET. This research reveals the importance of viewing cultures as heterogeneous as well as the importance of cultural groups such as African Americans controlling the dissemination of their own cultural messages and images. A paired T-test analysis revealed statistically a significant difference of participant attitudes of BET in the past (1980-1999) and the present (2000-2015). The participants therefore rated BET higher on the average in the past when BET was black owned (pre-Viacom), as opposed to the present now that BET is white owned (post-Viacom).

Thesis (Ph. D.)--Virginia Commonwealth University, 2007. / Prepared for: Dept. of Psychology. Bibliography: leaves 135-149. Also available online.

Report (M.A.)--University of Texas at Austin, 1997. / Vita. Includes bibliographical references.

African American children comprise 16.5 percent of all public school enrollments, but account for 27 percent of all students in Seriously Emotionally Disturbed (SED) classes (U. S. Dept of Education, 2001; U. S. Department of Education Ofice of Civil Rights, 1997). Being in such a position sets these children in the position of being assessed more often for placement and diagnostic purposes. Test instruments often use norms that either have not been standardized with African American children, or the cultural impact of African American socialization has not been validated with these children. In this investigation, the Rorschach was administered to 40 African American students of low-and middle-socioeconomic status. Comparisons were made between the Rorschach??s established norms for 9- and 11-year-olds and the study group of 40 African American male and female, 9- and 11-year-olds, to investigate any trends for the study group. In addition, the relative impact of acculturation on the Rorschach scores of this study??s participants was examined. Results revealed significant differences from the norm group on six of the 15 variables for the 11-year-olds in the study group, although not all significance was in the same direction, nor in the direction expected by the investigator. F+, and m were found in higher amounts for the study sample; CF, Pairs, Zf, and T were all found in significantly lower amounts for the study group. Significance on six (CF, Pairs, R-total, Zf, AG, and T) of the Rorschach variables investigated was found for the 9-year-old study group. There was no significance found due to the impact of acculturation for the entire study group. It may be that the 9-year-olds have a less sophisticated or negative "worldview" than their 11-year-old study group counterparts, or that when they are younger African American children perceive or process images more similar to their mainstream peers. Implications for further research and practice were discussed.

African American children comprise 16.5 percent of all public school enrollments, but account for 27 percent of all students in Seriously Emotionally Disturbed (SED) classes (U. S. Dept of Education, 2001; U. S. Department of Education Ofice of Civil Rights, 1997). Being in such a position sets these children in the position of being assessed more often for placement and diagnostic purposes. Test instruments often use norms that either have not been standardized with African American children, or the cultural impact of African American socialization has not been validated with these children. In this investigation, the Rorschach was administered to 40 African American students of low-and middle-socioeconomic status. Comparisons were made between the Rorschach??s established norms for 9- and 11-year-olds and the study group of 40 African American male and female, 9- and 11-year-olds, to investigate any trends for the study group. In addition, the relative impact of acculturation on the Rorschach scores of this study??s participants was examined. Results revealed significant differences from the norm group on six of the 15 variables for the 11-year-olds in the study group, although not all significance was in the same direction, nor in the direction expected by the investigator. F+, and m were found in higher amounts for the study sample; CF, Pairs, Zf, and T were all found in significantly lower amounts for the study group. Significance on six (CF, Pairs, R-total, Zf, AG, and T) of the Rorschach variables investigated was found for the 9-year-old study group. There was no significance found due to the impact of acculturation for the entire study group. It may be that the 9-year-olds have a less sophisticated or negative "worldview" than their 11-year-old study group counterparts, or that when they are younger African American children perceive or process images more similar to their mainstream peers. Implications for further research and practice were discussed.

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 166-178). Available also in a digital version from Dissertation Abstracts.