Thesis (Ph.D.)--University of Delaware, 2009. / Principal faculty advisor: Elizabeth Higginbotham, Sociology. Includes bibliographical references.

Thesis (M.A.)--University of Toronto, 2009. / Source: Masters Abstracts International, Volume: 48-02, page: .

Thesis (Ph. D.)--Ohio University, June, 2005. / Title from PDF t.p. Includes bibliographical references (p. 311-342).

This qualitative study explores microaggressions in the online natural hair community. Using a thematic analysis, it specifically analyzes conversations about natural hair texture discrimination and /or biases, also known as curlism, in natural hair online spaces such as blogs and YouTube videos. This study concludes that hair texture biases and the ways in which Black women with natural hair experience difference in hair texture is multifaceted; therefore, natural hair companies, women in the natural hair community, and the natural hair community are not individually responsible. Each plays a different role in the perpetuation of hierarchy and difference within this community. The themes developed in this research are as follows: The Kink Vs. The Curl, Curlism as Colorism, Insurgence of Hair Texture Biases, and Empowerment of the Natural Hair Community.

Queen Afua created the Sacred Woman as a text and program that seeks to heal women of common disorders that particularly affect the African American community. This thesis project is a conversation about the self-care methods embedded within the text that moves away from the ideology of the strongblackwoman. I position both theories and methods of self-care by using a womanist theoretical framework, as well as textual analysis and interviews as methods that examine the womanist concept of spiritual activism, which expands what is thought of as radical and liberatory activist actions.

Using data from the prospective Black Women's Health Study (BWHS; n=18,525), the impact of neighborhood walkability on incident diabetes and depressive symptomology was assessed. Neighborhood walkability was assessed for BWHS participants residing in Chicago, IL, Los Angeles, CA or New York, New York in 1995, 1997 or 1999 by factor-analyzing 14 components (e.g., sidewalk coverage, number/type of intersections, population/housing density) into a single continuous measure ("neighborhood walkability"), divided into four categories (least walkable, 2nd least walkable, 2nd most walkable, most walkable). Compared to women living in a most walkable neighborhood in 1995, women living in a least walkable neighborhood had a modestly higher hazard of incident diabetes over 16 years of follow-up (IRR=1.06; 95% CI=0.90-1.24) and a higher risk of depressive symptomology, using 1999 and 2005 Center for Epidemiologic Studies (CES-D) scores (CES-D≥16: RR=1.02, 95% CI=0.94-1.11; CES-D≥25: RR=1.18, 95% CI=1.02-1.37). Associations with incident diabetes were strongest among women who resided in a higher SES neighborhood, among the healthiest women (lowest body mass index, most frequent vigorous exercise), and when follow-up was lagged four or 10 years, while associations with depressive symptomology were strongest among women who resided in Los Angeles, who engaged in no vigorous activity at baseline, or who averaged less than one per hour travelling in a car or bus. Neighborhood walkability and neighborhood socioeconomic status (SES) were strongly inversely related; disentangling these two aspects is a methodological challenge to assessing the health impact of the built environment. In a subset of 3,000 addresses, neighborhood walkability in 1999 was highly positively correlated (r=0.70) with WalkScore® (a free, publicly-available measure relying upon walking distances to specified amenities) in 2012-13. Neighborhood walkability and WalkScore® were both valid measures of neighborhood walkability, best gauged using total length of bus routes, number of intersections, and total sidewalk length. WalkScore® has the potential to serve as a "standard" neighborhood walkability measure, allowing easier comparison of the health impact of the built environment across many studies.

This qualitative study explored the lives of 11 Black men to better understand how Black men who were raised in single Black mother homes build romantic relationships with Black women. One focus group and a series of individual in-person interviews were conducted with the participants who ranged between 23 and 43 years of age. Participants were asked questions that inquired about their family of origin, messages they received about relationships, how they define masculinity, their perceptions of Black women, and their previous and current experiences building romantic relationships. Guided by a narrative approach, several different coding methods were used to help reveal six core themes related to the study. Some of the more significant themes include: 1) conflicted feelings towards their parents and Black women; 2) male mentorship; and 3) masculinity. Because the study was conducted using a non-deficit approach, the findings were analyzed using Helms’ “Black racial identity development model”, critical race theory, and intersectionality; to conceptualize the participants’ experiences though the lens of White privilege, racism, oppression, and racial identity. The study revealed an inequity of empathy among the group of men related to their feelings towards their mothers and fathers. Additionally, then men’s feelings towards their mothers had a larger impact compared to their fathers on their perceptions of Black woman and how they build romantic relationships. This study is significant because it is the first study to simultaneously explore single Black mother homes and Black men and romantic relationships. Additionally, the study is significant because it provides rich insight about this specific topic and other features of the Black experience along with culturally relevant interventions and implications for counselors and counselor educators.

Historically, images of Black women in media have been confined to one-dimensional, caricatured representations such as the mammy, jezebel, and 'angry Black woman'. However, a small segment of Black female filmmakers have committed to the re-presentation of Black women. This study focuses on two Black female directors, Gina Prince-Bythewood and Ava DuVernay, who have re-presented multi-dimensional images of Black women at the center of their stories. In this thesis, Prince-Bythewood’s "Love & Basketball" (2000) and "Beyond the Lights" (2014) and DuVernay’s "The Door" (2013) and "Selma" (2014) are the subjects of the chapters as I examine themes such as community, motherhood, and girlhood from the films.

M.Tech. / Premenstrual syndrome affects millions of premenopausal women and has been described as one of the most common disorders in women. Premenstrual syndrome (PMS) is defined as the cyclic recurrence of symptoms such as anxiety, depression, food cravings, bloating, breast tenderness, and headaches during the luteal phase (from day fourteen to day one) of the menstrual cycle (Nel, 1995). PMS has been estimated to affect 75% of women of reproductive age, and there are no optimal conventional treatment options available (Steiner et al., 2006). Research has found an increased incidence of PMS in black women (Deuster et al., 1999). Due to the high number of women suffering from PMS and side-effects of conventional medicine, a safe alternative treatment for PMS is required. The homoeopathic similimum method involves prescribing one remedy at a time in optimal potency and repetition based on the totality of the individual patient’s mental, emotional and physical symptoms (Vithoulkas, 1985).

This research study investigates the lived experiences of eight Black women senior secondary school leaders (hereafter referred to as Black women senior leaders) so as to elucidate their understanding, perceptions and experiences of senior leadership. Educational reform has taken place in England during the Thatcher, Major, New Labour and Coalition governments, leading to significant changes in secondary schools in England. These changes have resulted in new leadership roles, challenges and high levels of accountability. Moreover, the role of headteachers and senior leaders have been widely researched and discussed (Brundrett, 1999; Bush et al. 2006; Lumby and English, 2009; Leithwood, 2009, 2012), yet the experiences of Black women senior leaders is absent from the literature, which has focused on the experiences of Black minority and ethnic teachers and leaders (Powney et al. 2003; Bush et al. 2006; Coleman and Campbell-Stephens, 2010; Johnson and Campbell-Stephens, 2014) A social constructionist, interpretivist paradigm was adopted for this thesis and, using an intersectionality lens, the complexities of Black women senior leaders’ multiple identities and experiences were explored. Sixteen transcripts were generated from two semistructured interviews with the participants and my own, to explore how their race; gender; and, social class intersect to shape their leadership perceptions, beliefs and behaviours. Moreover, this research study is interested in gaining a better understanding of how Black women senior leaders develop their personal and professional identities; the value they place on formal and informal leadership preparation, development and learning approaches; and, how they maintain professional relationships with colleagues. The key findings are presented under the three research questions where Black women senior leaders’ narratives elucidate the lessons they have learnt throughout their senior leadership journeys, which provide insights into their experiences, offering practical advice to help other Black women and colleagues considering senior leadership.