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Testifying on our own behalf: Afric...

Lehigh University.

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Testifying on our own behalf: African American girls at a racially isolated middle school.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Testifying on our own behalf: African American girls at a racially isolated middle school./
Author:	Brown, Diane Dandridge.
Description:	280 p.
Notes:	Director: George P. White.
Contained By:	Dissertation Abstracts International63-12A.
Subject:	Black Studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3073964
ISBN:	049393698X

Testifying on our own behalf: African American girls at a racially isolated middle school.
Brown, Diane Dandridge.

Testifying on our own behalf: African American girls at a racially isolated middle school. - 280 p.

Director: George P. White.

Thesis (Ed.D.)--Lehigh University, 2003.

This descriptive study, a focused ethnography of a single-race school, portrays low-income African American middle school girls in a large East Coast city. Using the framework of an Afrocentric feminist epistemology (Collins, 1991) that includes concrete experience as a criterion of meaning; the use of dialogue in assessing knowledge claims; the ethic of caring; and the ethic of personal accountability; the study describes the neighborhood, school district, and school setting.

ISBN: 049393698XSubjects--Topical Terms:

1017673
Black Studies.

Testifying on our own behalf: African American girls at a racially isolated middle school.
LDR:03463nam 2200325 a 45 001 927627
005 20110425
008 110425s2003 eng d
020 $a 049393698X
035 $a (UnM)AAI3073964
035 $a AAI3073964
040 $a UnM $c UnM
100 1 $a Brown, Diane Dandridge. $3 1251190
245 1 0 $a Testifying on our own behalf: African American girls at a racially isolated middle school.
300 $a 280 p.
500 $a Director: George P. White.
500 $a Source: Dissertation Abstracts International, Volume: 63-12, Section: A, page: 4485.
502 $a Thesis (Ed.D.)--Lehigh University, 2003.
520 $a This descriptive study, a focused ethnography of a single-race school, portrays low-income African American middle school girls in a large East Coast city. Using the framework of an Afrocentric feminist epistemology (Collins, 1991) that includes concrete experience as a criterion of meaning; the use of dialogue in assessing knowledge claims; the ethic of caring; and the ethic of personal accountability; the study describes the neighborhood, school district, and school setting.
520 $a Featuring the assistance of student co-researchers as investigators of school life; girls' research sketches their culturally patterned beliefs and behaviors. With a sample of 152 seventh grade girls (including three case study subjects from one small learning community of seventh and eighth graders), girls' experiences are placed at the center of analysis. In-depth interviewing, document analysis, participant observation, and focus groups capture and profile the people and events that hinder and support girls' healthy social and academic identity development.
520 $a Participants noted: (1) some teachers and adults established rapport with them, however, many girls did not trust the traditional systems for support; (2) their tendency to frame their identities connected to how they were or were not like their mothers; (3) school life rituals and patterns were designed to protect against, “disrespect”; (4) “loudness” across various “types of girls” was a way to entertain others and to stand out and avoid getting “shutout”; (5) the unsafe, unclean conditions and the label, ghetto girl, were problematic; (6) their desire for more fun, more social opportunities and more challenging and inspiring teaching and learning.
520 $a Findings also reveal: girls are supported by meaningful dialogue about their identity development with adult women at school and home; individual girls' situational references and identity making processes led each to “evaluate the costs and benefits of behavioral alternatives;” individually, or by the selection of the right clique, girls had to prove their worth against a backdrop of preconceived assumptions based on their class and neighborhood contexts; conceptualization and internalization of the stereotype—ghetto girl—was deeply embedded in the participants' psyche. Discussion includes recommendations to families, middle school staff and administrators, community groups, and girls.
590 $a School code: 0105.
650 4 $a Black Studies. $3 1017673
650 4 $a Education, Sociology of. $3 626654
650 4 $a Sociology, Ethnic and Racial Studies. $3 1017474
690 $a 0325
690 $a 0340
690 $a 0631
710 2 0 $a Lehigh University. $3 515436
773 0 $t Dissertation Abstracts International $g 63-12A.
790 $a 0105
790 1 0 $a White, George P., $e advisor
791 $a Ed.D.
792 $a 2003
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3073964