Exploring Educational and Developmental Experiences of Girls of Color
Girlhood Reimagined
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- Open Access
The ebook edition of this title is Open Access, thanks to Knowledge Unlatched funding, and freely available to read online.
Building upon an adapted model of Positive Youth Development for Adolescent Girls of Color, emphasizing the strengths of girls of Color rather than their deficits, Exploring Educational and Developmental Experiences of Girls of Color presents a diverse set of perspectives in terms of authors’ social identities, professional orientations, and developmental stages. Chapters examine the experiences of girl-identified adolescents of Color and the strengths, skills, and competencies that they use to navigate through their different educational contexts while simultaneously making sense of their intersectional identities.
Foreword; Venus Evans-Winters
- Introduction - Snapshots of the Lives of Adolescent Girls of Color and their Experiences in School: Girlhood Reimagined; Charlotte E. Jacobs, Katie Clonan-Roy, and Chantille U. Jackson
- Section 1. Critical Consciousness
- Section Introduction: Critical Consciousness
- Chapter 1. Centering Black Girls’ Experiences in a Predominantly White Independent School; Daron Cyr and Lauren P. Bailes
- Chapter 2. Critical Consciousness: Literacy, Black Girlhood, and the Work of Black Women Educators; Courtney Patterson
- Chapter 3. Becoming the First: A Journey of Voice, Threading Stories, Care and Consciousness; Sirrye Rosa Pierre
- Chapter 4. From Silence to Agency: Reimagining Chinese Students in U.S. Higher Education; Christina Yiqiu Yang
- Section 2. Character
- Section Introduction: Character
- Chapter 5. "At-Risk" and at the Intersections: Positive Youth Development for Latinas/Chicanas in Alternative Education Spaces; Maritza Salazar
- Chapter 6. For the Culture Pedagogy: Establishing an Ethic of Care with STILE; Kelly Franklin
- Chapter 7. On-Screen Idols: How Perfection Shaped My Childhood; Yasmine VanDyke
- Section 3. Competence
- Section Introduction: Competence
- Chapter 8. Navigating Resilience: Young Black Girls' Journeys through Black Girls STEAMing Through Dance (BGSD) During the COVID-19 Pandemic; Tajma Cameron, Ayana Allen-Handy, Michelle L. Rogers, Valerie Ifill, Raja Schaar, Monique Woodard, Destiny Bugg, and Jaaziel Cooper
- Chapter 9. “We Are the Saints Steppers!”: Claiming Space and Affirming Identity through Step Performance; Danica Tisdale Fisher
- Chapter 10. Lost to Language; Mona Moshashaee
- Chapter 11. Melodies of Liberation; Chasity (Mel) Patrick
- Section 4. Confidence
- Section Introduction: Confidence
- Chapter 12. “We got you!”: AAPI Girls Show Solidarity in an Afterschool Book Club; Tasha Lindo
- Chapter 13. Confidence in Color: Supporting BIPOC Girls’ Growth and Self-Belief; Melissa F. Carter
- Chapter 14. “Still Happy, Still Pushing Through: One Girl’s Understanding of Confidence”; Ali Black and Hayven Crawford
- Chapter 15. I’ll “Be Arab” My Own Way; Kalila S. Abboud-Rosen
- Section 5. Contribution
- Section Introduction: Contribution
- Chapter 16. Restorying Technology Myths Through Designing Interactive Narrative Artifacts; Mia S. Shaw
- Chapter 17. Waking up to Sisterhood: Sleepovers as Community Builders in Boarding Schools; Loris N. Adams
- Chapter 18. On Solitude, Service, and Salvation; Sarah Rose Odutola
- Section 6. Connection & Caring
- Section Introduction: Connection & Caring
- Chapter 19. The Paradox of “Courageous Vulnerability”: Girls of Color and the Enactment of Connection and Caring; Charlotte E. Jacobs and Katherine Clonan-Roy
- Chapter 20. Empowering Black Girls: The Imperative of Critical Caring Communities in Independent Schools; Mackenzi Turgeon
- Chapter 21. Mentors Matter: An Ode to Femmes of Color Teaching in PWIs; Jada Wooten
- Section 7. Resistance
- Section Introduction: Resistance
- Chapter 22. On Our Own Terms: A Collaborative Autoethnography Exploring Sumud and Gender in the Lives of Palestinian Women in the Diaspora; Shereen Naser, Khadeja Najjar, Manar Naser, and Jamila Najjar
- Chapter 23. The Black Girl Agenda; Tawanna Jones, Jordyn Battle, Camryn Knight-Branch, and Amani Parker
- Chapter 24. “We Decide What it Can Be"; Mika Kojima
- Chapter 25. Becoming Seen, Becoming Heard; Mmalita Echewa
- Section 8. Resilience
- Section Introduction: Resilience
- Chapter 26. “A Different Energy”: Black Girls’ Interpretation of Vibe as a Power Metric; Gabrielle Kubi, Mara Johnson, Hyeri Mel Yang, and Kaila Pelton-Flavin
- Chapter 27. Joy and Resilience for Black Girls in PWIs; Julia Rohde
- Chapter 28. Hood Resiliency: How Girls of Color Cope and Overcome Everyday Challenges in their School Communities; Erika Edith Clark and Bianca Padilla
- Chapter 29. Supporting Sisterhood: How Black Girls and School Counselors Built Community in Pandemic Learning; Christina A. Tillery and Kishanti Barmoh
Exploring Educational and Developmental Experiences of Girls of Color is a powerful and necessary contribution to the field, centering the lived experiences, brilliance, and agency of adolescent girls of color in ways that are too often overlooked. Grounded in rigorous scholarship and deeply human storytelling, this volume challenges educators, practitioners, and policymakers to rethink how schools and youth-serving institutions engage girls of color. As the Executive Director of Girls Justice League, I see this book as both a mirror and a roadmap—affirming what girls already know about themselves while offering adults concrete guidance for building more just, affirming spaces. This is essential reading for anyone committed to equity, healing, and transformative youth development.
I hope that this urgent book on girls of color gets read by teachers and school leaders and not only researchers. It deserves to be discussed at faculty meetings in both private and public schools, particularly at the middle and high school level. So let's do both: let's assign this book to our college and graduate students in our education courses, but let's also make sure teachers read this research for creating transformative and supportive futures for girls of color at and beyond school.
Exploring Educational and Developmental Experiences of Girls of Color is one of the most comprehensive and progressive volumes on the topic of marginalized girls I've seen in recent history. It not only centers the voices and experiences of girls, but also the various ways that we might imagine and engender care, confidence and critical consciousness for them. It has a rare combination of including the global experiences of girls as well -- demonstrating the shared struggle between us all. If you care about the bettering the educational and developmental futures of all girls, this is required reading.
Charlotte E. Jacobs (she/her) is an Adjunct Associate Professor at the University of Pennsylvania Graduate School of Education, USA.
Katie Clonan-Roy (she/her) is an Associate Professor in the School of Education and Counseling, in the Levin College of Public Affairs & Education at Cleveland State University, USA.
Chantille U. Jackson (she/her) is a doctoral candidate in the Urban Education program specializing in Learning and Development at Cleveland State University, USA.