Citations (25)
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Naomi M. Ruffin & Jamilia J. Blake. (2023) Interventions supporting positive psychosocial functioning of Black adolescent girls: A narrative review. Theory Into Practice 62:4, pages 391-403.
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Sheretta T. Butler-Barnes, Khrysta A. Evans, Seanna Leath, Marketa Burnett & Misha N. Inniss-Thompson. (2023) Creating Black Girl Space in St. Louis: Revisiting and Reclaiming Black Girl Voice in the Classroom. Peabody Journal of Education 98:2, pages 165-184.
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Ijeoma Opara & Tiffany L. Brown. (2023) Teaching Note—#BlackGirlsMatter and the Social Work Curriculum: Integrating Intersectionality Within Social Work Education. Journal of Social Work Education 59:1, pages 263-269.
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Ashley N. Payne. (2022) Hip Hop, identity, & Black girlhood: how Black girls (re)construct racial and gender identity through Hip Hop. Journal of Youth Studies 0:0, pages 1-22.
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Heidi T. Katz & Emmanuel O. Acquah. (2022) Places of freedom or entrapment? Black adolescent girls’ school experiences. International Journal of Qualitative Studies in Education 0:0, pages 1-16.
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April-Louise Pennant. (2022) Who’s checkin’ for Black girls and women in the “pandemic within a pandemic”? COVID-19, Black Lives Matter and educational implications. Educational Review 74:3, pages 534-557.
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Jason M Sawyer & Shane R. Brady. (2022) A Critical Community Practice Theory for Forging Alliances across Difference. Journal of Progressive Human Services 33:1, pages 75-95.
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Tia C. Dolet & Spencer Salas. (2021) “So she might know her beauty”: Creating safe spaces for Black girls in the middle grades. Middle School Journal 52:4, pages 4-12.
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Jason M. Sawyer. (2021) Critical Difference Engagement: Toward a Critical Practice Approach to Mobilize Differences in Community Practice. Journal of Progressive Human Services 32:2, pages 105-126.
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Emily Dawson, Louise Archer, Amy Seakins, Spela Godec, Jennifer DeWitt, Heather King, Ada Mau & Effrosyni Nomikou. (2020) Selfies at the science museum: exploring girls’ identity performances in a science learning space. Gender and Education 32:5, pages 664-681.
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Articles from other publishers (15)
Spring Duvall. (2022) Becoming Celebrity Girl Activists: The Cultural Politics and Celebrification of Emma González, Marley Dias, and Greta Thunberg. Journal of Communication Inquiry 47:4, pages 399-419.
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Aisha N. Griffith. (2023) “They Do Us Wrong”: Bringing Together Black Adolescent Girls’ Voices on School Staff’s Differential Treatment. Journal of Black Psychology 49:5, pages 598-645.
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Danielle Apugo, Andrene J. Castro & Sharyn A. Dougherty. (2022) Taught in the Matrix: A Review of Black Girls’ Experiences in U.S. Schools. Review of Educational Research 93:4, pages 559-593.
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Heather Hill, Markita Warren & Charlotte E. Jacobs. (2023) Mapping the Boundaries of Racetalk: Examining the Experiences of Black Girls in Independent Schools. Teachers College Record: The Voice of Scholarship in Education 125:7-8, pages 133-158.
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Sheretta T. Butler-Barnes. 2023. Identity as Resilience in Minoritized Communities. Identity as Resilience in Minoritized Communities
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Cassandra D. Chaney, Tamecia M. Curry, Chelsey C. Wooten, Richard W. WileyJr.Jr., Nia Nicks, Conial CaldwellJr.Jr. & Emily George. 2023. Globalization, Human Rights and Populism. Globalization, Human Rights and Populism
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Cierra Kaler-Jones. (2022) “I rewrote their story and you can, too”: Black girls’ artistic freedom dreams to create new worlds. Frontiers in Education 7.
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Marketa Burnett, Margarett McBride, McKenzie N. Green & Shauna M. Cooper. (2022) “When I Think of Black Girls, I Think of Opportunities”: Black Girls' Identity Development and the Protective Role of Parental Socialization in Educational Settings. Frontiers in Psychology 13.
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Ijeoma Opara, Veronica Weser, Brandon Sands, Claudia-Santi F. Fernandes, Sydney Hussett-Richardson & Kimberly Hieftje. (2022) Feeling Invisible and Unheard: A Qualitative Exploration of Gendered-Racist Stereotypes Influence on Sexual Decision Making and Mistreatment of Black Teen Girls. Youth & Society 54:4, pages 527-546.
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Jason M Sawyer & Shane R Brady. (2022) Applying Critical Grounded Theory to Community Intervention Development Methodology: Designing the Critical Difference Engagement Approach. International Journal of Qualitative Methods 21, pages 160940692211413.
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Alexis Morgan Young. (2021) Witnessing Wonderland: Research with Black girls imagining freer futures. English Teaching: Practice & Critique 20:4, pages 420-439.
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Nishaun T. Battle. (2021) Black Girls and the Beauty Salon: Fostering a Safe Space for Collective Self-Care. Gender & Society 35:4, pages 557-566.
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Cameron Greensmith & Jocelyn Sakal Froese. (2021) Fantasies of the Good Life. Girlhood Studies 14:1, pages 85-100.
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Haeny S. Yoon. (2020) (Re)Fashioning Gender Play on the Kindergarten Stage: The Complexities of Shifting Diverse Identities from the Margins to the Social Center. Research in the Teaching of English 55:2, pages 134-159.
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Alaina Neal-Jackson. (2018) A Meta-Ethnographic Review of the Experiences of African American Girls and Young Women in K–12 Education. Review of Educational Research 88:4, pages 508-546.
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