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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.

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<p dir="ltr">This dissertation is a Black feminist qualitative inquiry of the interconnections between Black women, literary activity, community, activism, and restoration and healing. In the 1970s and 1980s, the Black Women’s Literary Renaissance and the Black feminist movement converged to create one of the richest periods in Black women’s history. Black women came together in community, through the text, and through various literary spaces–often despite or even because of their differences–to build an archive that articulates a multivocal Black women’s standpoint which many believed to be monotonously singular. During this period, for example, Black women writer-activists wrote more novels, plays, and poetry in these two decades than in any period prior while also establishing new literary traditions. These traditions included the recovery of previously published yet out of print Black women writers, the development of the Black Women Anthology era, the creation of Black women writer-activist collectives, the founding of bookstores, as well as the development of Black Women’s Studies and Black feminist literary criticism in the academy. In the dissertation, these traditions are intrinsically tied to the articulation and definition of the theoretical concept of literary kinship. Conceptually, relationally, and materially literary kinship is the connection generated by the intergenerational literary activity between Black women and girls. In the dissertation, I use literary activity in slightly different ways including to denote community-engaged oral practices, publication, relationships defined around literary sites, and the practice of reading. Literary kinship provides access to community based on and derived from a connection to the literary that is often marked by intergenerational activity. I argue that Black women writer-activists during the period of the BWLR articulate and define literary kinship as a practice of communal restoration and healing for individuals and the collective.</p><p dir="ltr">Literary kinship is explored in four interrelated, yet distinct ways in the dissertation. In chapter two, literary kinship is located in and operationalized through Black women’s literary kinship “networks” founded during the Black Women’s Literary Renaissance. In chapter three, the focus is on the Black Women’s Anthology era that begins in 1970 and becomes a pipeline for the development of the interdisciplinary field of Black Women’s Studies in the 1980s. The fourth and fifth chapters shift the impact of the Black Women’s Literary Renaissance to the 21st century and examines how literary kinship is rearticulated or re-visioned a generation later. The fourth chapter, in this vein, uses autoethnography and literary analysis to illuminate the interconnections between Black girlhood, geography, and my concept of literary kinship. The chapter explores my experience of literary kinship at the kitchen table, in public libraries, and in secondary and higher education as transformative opportunities that fostered my love for reading, engaging in literary community, and developing reading as a restorative and healing practice. In the final chapter, the rapid reemergence of Black women booksellers and their bookstores in the last five years (2018-2023) become integral to a contemporary rearticulation of literary kinship.</p><p dir="ltr">The Black Women’s Literary Renaissance is a significant period of literary output by Black women writer-activists that has had intergenerational impact in the lives of Black women. During the Renaissance, Black women writer-activists were catalysts for critical and necessary literary interventions, strategies, and methods that supported their sociopolitical activism, the development of a rich Black feminist and literary archive, and that manifested community functional practices of restoration and healing. Black women’s articulation, definition, and utilization of literary kinship in the 20th and 21st centuries has supported their literary labors as activists, as intellectuals, and as community members, and is therefore a practice of community restoration and healing.</p>