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School climate is a construct frequently explored in educational research (Lee, Cornell, Gregory, & Fan, 2011; Wang & Degol, 2016) and is associated positive several outcomes including with improved student-teacher relationships (Croninger & Lee, 2001) and reduced school dropout risk (Jia, Konold, & Cornell, 2016). Unfortunately, emerging research indicates that racial differences in schools’ penal practices may be negatively coupled with Black students’ experience of a supportive school climate (Bottiani, Bradshaw, & Mendelson, 2017). Black students are disproportionately subjected to exclusionary disciplinary practices (e.g., suspensions and expulsions) in the learning environment (Fenning & Rose, 2007) and Black girls disproportionally encounter more adverse disciplinary outcomes in their educational setting (National Black Women’s Justice Institute, 2018) relative to their White peers (Blake, Butler, Lewis, & Darensbourg, 2011; Crenshaw, Ocen, & Nanda, 2015; Epstein, Blake, & González, 2017; Hines-Datiri & Carter Andrews, 2017). Persistent use of punitive practices may hinder Black girls’ racial identity, academic, and social-emotional development in the classroom (Chavous, Rivas-Drake, Smalls, Griffin, & Cogburn, 2008; Leath, Mathews, Harrison, & Chavous, 2019) and consequently detrimentally impact their school climate. Researchers have called for evidence-based and culturally relevant interventions that promote positive academic outcomes for Black girls (Jones et al., 2018). However, evidence-based interventions are dependent on the use of empirically supported assessments with diverse student groups (Pendergast et al., 2017). Evidence-based assessments are necessary to identify students’ needs in the educational setting and provide baseline data that allow for the evaluation of intervention effectiveness. Moreover, school climate assessments for Black girls may facilitate the development of evidence-based interventions for Black girls - who are disproportionally disciplined and may be at risk of experiencing a negative school climate. This study investigated the structural validity and reliability of scores from a school climate measurement tool. The study examined measurement invariance of the Student Connection Survey, with a specific focus on Black girls’ scores. Results indicated the Student Connection Survey is represented by five-latent factors and is equivalent between Black and White middle school girls. Implications, strengths, limitations, and future research directions are discussed. / School Psychology

Submitted by Angela Maria de Oliveira (amolivei@uepg.br) on 2018-05-18T14:32:39Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Priscila Emanoeli Rodrigues Cozer.pdf: 1199039 bytes, checksum: 1ba458fb6509b9521cde7dfcc0ec8c8a (MD5) / Made available in DSpace on 2018-05-18T14:32:39Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Priscila Emanoeli Rodrigues Cozer.pdf: 1199039 bytes, checksum: 1ba458fb6509b9521cde7dfcc0ec8c8a (MD5) Previous issue date: 2017-12-04 / O tema central dessa pesquisa é analisar processos crime envolvendo mulheres negras, pardas e cabras na capitania de Minas Gerais no período de 1770-1830. Analisamos os conflitos e tensões que levaram algumas destas mulheres, ao banco dos réus no século XVIII, buscando reconstruir aspectos econômicos e sociais com relação a criminalidade cometidas por mulheres negras. O recorte espacial, privilegiamos as Vilas de Nossa senhora do Carmo e a Vila de Nossa Senhora da Conceição do Sabará. Os processos crime escolhidos fazem parte dos acervos da Casa Setecentista de Mariana, Casa de Borba Gato em Sabará, Arquivo Ultramarino de Lisboa. Essa documentação, é constituída de testemunhos e ‘depoimentos’, que retratam aspectos das relações sociais de violência. A dissertação visa reconstruir a partir de processos crimes o cotidiano da mulher mineira, os confrontos e alianças estabelecidas entre esses sujeitos históricos, que tinham seu cotidiano fortemente marcados pela violência interpessoal e pela criminalidade. / The central theme of this research is to analyze crime processes involving black women, Browns and goats in the captaincy of Minas Gerais in the 1770-1830 period. We analyze the conflicts and tensions that led some of these women, in the dockin the 18th century. Seeking to rebuild economic and social aspects in relationship with the crime committed by black women. The clipping space, we privilege the villages of Nossa senhora do Carmo and the Vila de Nossa Senhora da Conceição do Sabará. The processes crime chosen do part of the collections of the 18th century House of Mariana, Borba Gato in Sabará, Overseas File. This documentation, It consists of testimonies and ' testimonials depicting aspects of social relations of violence. The dissertation aims to rebuild from women's daily crimes processes mining, clashes and alliances established between these historical subjects, who had your daily life heavily marked by interpersonal violence and criminality.

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Working class Black girls experience multilayered oppression informed by their triadic social identity that sits at the intersection of race, gender, and class in their lives and more specifically in their schooling experiences (Collins, 1986, 1989; Onyeka-Crawford, Patrick, & Chaudry, 2017). A variety of mentoring practices have been adopted among educators throughout the public-school system to remedy the impact of poor educational opportunities for Black girls. In contrast to the use of traditional mentorship practices that solely focus on the individual, critical mentorship seeks to engage and support the cultural, political, and economic contexts that positively shape the experiences and aspirations of Black girls and young women. To better understand this phenomenon, this deeply insightful autoethnographic study engages the following questions: (a) What were my particular experiences with mentors that prepared me to persevere in education in ways that nourished my commitment and empowerment? (b) What were the particular experiences with my mentors that assisted me in connecting with the Black girls that I have mentored in my work? and (c) What can my experiences as a Black feminist mentor of Black girls contribute to our understanding of critical mentoring? The application of Black feminism, Black girlhood studies, and critical mentoring frameworks found the following major themes to be critical in mentoring Black girls during childhood, adolescence, and the university years: (a) individual identity development, (b) development of individual voice, (c) sisterhood and solidarity, and (d) conscientization and resistance. This dissertation offers key principles in mentoring Black girls, and recommendations for how to shift the larger approach of mentoring to better meet the needs of Black girls in childhood, adolescence, university years, and beyond.

This dissertation examined the experiences of Black middle school girls who attend predominantly white, elite, independent schools in the Greater Los Angeles area. Using Critical Race Theory, Black Identity Theory, and Black Feminism Theory as a conceptual framework, this qualitative research explored the role of race, class, gender, and parental support as contributing factors to the development of participants’ racial consciousness. Utilizing timeline interviews and critical narratives to explore the lived histories of each student and parent participant, data analysis included content coding based on themes that emerged throughout the narrative examination. An analysis of the narratives of student participants revealed the absence of a Black faculty advocate, the burden of microaggressions, and the tension to define what it meant to be Black as important factors in the development of a racial consciousness. Additional findings based on data from the participants’ mothers revealed their reasons for choosing independent schools for their daughters and an emphasis on nurturing Black identity and friendships to help guide them through critical racial experiences. Findings led to important recommendations to improve the educational experiences of Black girls in predominantly white, elite independent schools. These findings also indicated a need for further study of the experiences of the Black girl middle school experience in predominantly white, elite, independent schools.

The purpose of this qualitative case study was to investigate the experiences of Black alumni from an all girls STEM-focused high school to determine their college and career outcomes in STEM. I investigate how Black women describe their experiences related to STEM barriers and supports, their identities, and college and career choices, as they remain one of the most underrepresented groups in STEM. Three Black women, who are alumni from a Grades 6-12 STEM-focused all girls school, were interviewed and participated in a focus group. The study employed a theoretical lens of Black feminist thought intersectionality, and STEM identity in describing experiences through reflection and discourse, which drew on a phenomenological approach. The results of this study provided insights into the experiences of Black alumni from an all-girls STEM high school, and revealed that while the school promoted women's empowerment and a safe environment of familiarity, there is a need for more supportive learning environments that allow their voices; and representation of Black women that center their unique identities and experiences. Participants expressed the need for more guidance beyond high school in understanding the complexities of transitioning to adulthood that affect college and career outcomes. More longitudinal studies are needed in future research to better understand the educational journeys and career pathways of Black women in STEM and all girls schools so that we can prepare a more diverse, skilled and competitive STEM workforce, and empower Black women to excel in STEM fields.

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