Thesis (Ph.D.)--Kent State University, 2006. / Title from PDF t.p. (viewed Jan. 12, 2007). Advisors: Marty Jencius, Steve Rainey. Keywords: African American adolescent females, Black girls, racial identity, skin color, self-concept, adolescence. Includes bibliographical references (p. 93-108).

Thesis (Ph. D.)--Washington State University, December 2009. / Title from PDF title page (viewed on Feb. 18, 2010). "College of Education." Includes bibliographical references (p. 132-146).

The purpose of the study was to examine the effects of a career workshop on the career self-efficacy of a group of African American adolescent females (AAAF). The study assessed the preand post-test differences of treatment and level of parental education for change in career self-efficacy after an intervention. A total of 21 AAAF completed the pre- and post-test of the Career Attitude Survey. The data was analyzed by carrying out four t-tests on each of the two independent groups. The results of the study suggest that the career workshop was more effective for change in career self-efficacy for traditionally female careers. The change was more significant for the treatment group and AAAF with at least one parent with some college education. Implications for research and practice were presented. / Department of Counseling Psychology and Guidance Services

Thesis (Ph. D.)--Dept. of Psychology. University of Missouri--Kansas City, 2006. / "A dissertation in psychology." Advisor: Kathy Goggin. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Oct. 31, 2007. Includes bibliographical references (leaves 135-151). Online version of the print edition.

Thesis (Ph. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 79-90). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 79-90). Also available on the Internet.

This study discusses how adolescent Black and Latina girls read the femininities made available in pop culture texts and how they take up those femininities when they narrate personal experiences. The purpose of the study is to explore how girls engage in pop culture on an ongoing basis, how these everyday engagements shape their understandings of themselves as girls, and how these engagements are themselves performances that both maintain and threaten the boundaries between boy and girl. In addition, this study witnesses the deconstruction of those meanings (Derrida, 1967/1997), exploring how attempts to make femininity mean something ultimately undermines itself. As pop culture has come to saturate everyday life, American schools, following the Common Core State Standards’ (NGA, 2010) mandate for curriculum driven by “sufficiently complex,” canonical texts, have narrowed the scope and purposes of literacy instruction in schools. This research serves as a starting point for curricula that support young people in making sense of pop culture and their relationship to it. Situated within a poststructural feminist theoretical framework, this study uses qualitative methods to make the literacy processes through which girls make sense of pop culture texts visible and to elicit narrations of the personal experiences in which girls take up the femininities made available pop culture texts. The findings suggested that girls make sense of these femininities by reading both in-narrative and out-of-narrative—standing back from the text and treating it as a text. In their readings and discussions of pop culture texts, the girls cited and inscribed discourses of femininity, constituting themselves as respectable girls by deliberately making judgments about women’s physical appearance on screen. Specifically, they acted to draw a line between what they saw as appropriate and what they saw as inappropriate. This repetitive act was one way they performed respectable femininity, stabilizing discursive meanings of gender and also holding open the possibility of the line being placed differently. The findings also suggested that storytelling as a site of discursive agency as the distance between the moment of experience and the moment of narration held open the possibility of reformulation and renegotiation of meanings.

Studies in the United States suggest that girls are developing secondary sexual characteristics at earlier ages than in previous years, with non-Hispanic black girls in the United States experiencing menarche at an earlier age when compared to their peers. Early puberty and menarche may have multiple detrimental effects, including reduced adult height, increased risk of breast cancer, obesity, and endometrial cancer. In this thesis, data from published sources of height and skeletal information on non-Hispanic blacks dating from 1763 to 1861 in the United States are compared with modern population data from 1988 to 1994. The expected result is that the modern population should be taller than the historic population. This held true for males, but not for females. The sexes differed from each other in each population group. This could suggest that female maturation is under greater genetic control than male, compensating for harsh living conditions. / Department of Anthropology

Thesis (M.P.H.)--University of Texas Health Science Center at Houston, School of Public Health, 2007. / Source: Masters Abstracts International, Volume: 46-01, page: 0346. Adviser: Wendell C. Taylor. Includes bibliographical references.

Thesis (M.T.S.)--Catholic Theological Union at Chicago, 1992. / Vita. Includes bibliographical references (leaves 54-55).