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Digital Storytelling as Self-Advocac...

Horner, Jocelyn.

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Digital Storytelling as Self-Advocacy: Exploring African-American Adolescent Women's Life Stories as Pathways to Positive Development.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Digital Storytelling as Self-Advocacy: Exploring African-American Adolescent Women's Life Stories as Pathways to Positive Development./
作者:	Horner, Jocelyn.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	352 p.
附註:	Source: Dissertation Abstracts International, Volume: 80-02(E), Section: A.
Contained By:	Dissertation Abstracts International80-02A(E).
標題:	Social work. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10619931
ISBN:	9780438420724

Digital Storytelling as Self-Advocacy: Exploring African-American Adolescent Women's Life Stories as Pathways to Positive Development.
Horner, Jocelyn.

Digital Storytelling as Self-Advocacy: Exploring African-American Adolescent Women's Life Stories as Pathways to Positive Development. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 352 p.

Source: Dissertation Abstracts International, Volume: 80-02(E), Section: A.

Thesis (Ph.D.)--Tulane University, 2017.

African-American young women are born into a world that is systematically structured to discriminate against them and hinder their life achievements. Experiences of inequality play out across every societal context -- social, educational, economic, cultural and political -- and at every level of interaction -- from the interpersonal to the institutional -- reflecting a deep national legacy of entwined racial and gender prejudice. Research into the lives of African-American young women and girls is often narrowly focused on exposure to risk and trauma, failing to sufficiently consider positive capacities or potential for positive development. This dominant "at-risk" paradigm can contribute to the propagation of harmful stereotypes that have been shown to negatively impact outcomes at all stages of human development, particularly in childhood and adolescence.

ISBN: 9780438420724Subjects--Topical Terms:

644197
Social work.

Digital Storytelling as Self-Advocacy: Exploring African-American Adolescent Women's Life Stories as Pathways to Positive Development.
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500 $a Adviser: Fred Buttell.
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520 $a African-American young women are born into a world that is systematically structured to discriminate against them and hinder their life achievements. Experiences of inequality play out across every societal context -- social, educational, economic, cultural and political -- and at every level of interaction -- from the interpersonal to the institutional -- reflecting a deep national legacy of entwined racial and gender prejudice. Research into the lives of African-American young women and girls is often narrowly focused on exposure to risk and trauma, failing to sufficiently consider positive capacities or potential for positive development. This dominant "at-risk" paradigm can contribute to the propagation of harmful stereotypes that have been shown to negatively impact outcomes at all stages of human development, particularly in childhood and adolescence.
520 $a This study contributes to a growing body of literature and public scholarship that pushes against the "at-risk" paradigm and other stereotypes by exploring how African-American adolescent women (AAAW) express themselves through the participatory process known as digital storytelling (DST). Digital storytelling is a facilitated group experience in which participants produce and share short, multimedia, first-person stories of their lives. It is often used in community practice and has been touted as an experience that can promote social and emotional wellness among individuals and groups. Using Phil Carspecken's critical ethnographic approach, I examine the work of HerStory NOLA, an Action Research project that I established in 2015 to teach the art and skill of digital storytelling and creative self-expression to young women in New Orleans, Louisiana. This study follows three cohorts of HerStory NOLA participants (one middle school and two high school groups) as they took part in in-school digital storytelling workshops during the 2016-2017 academic year. Participants met twice a week for six to eight weeks to produce a digital life story based on a topic of importance to them, screened their work for their peers, and received a digital and DVD copies to share with others.
520 $a In this study, I apply the framework of Positive Youth Development (PYD), socio-cultural theories of narrative, and the critical theoretical approaches of Paulo Freire and related scholars of critical education to explore the themes of HerStory participants' digital stories and to assess how digital storytelling works to promote positive self-expression and to facilitate developmental experiences among African-American adolescent women who have likely been exposed to traumas or life challenges. In addition to observational data collected through video recordings of workshop sessions and field notes, a total of 25 youth participants, 10 student mentors, and two school social workers were interviewed. Participants' stories were also content-analyzed for messages of strengths, assets and positive experiences, as well as traumas and life challenges across all levels of their social environments (personal, interpersonal/social, and community-level).
520 $a HerStory NOLA participants created digital life stories that showcased positive personal identities, strong social relationships with peers and family, messages of support and love, and ambition and optimism for the future. Their stories reflected substantial and well-developed personal and professional aspirations, a deep commitment to family and friends, and a belief in the value of helping others in need. Taken together, these stories complicate the dominant "at-risk" paradigm, suggesting that while African-American adolescent women may "check the boxes" of subordinate race, gender and age, they are far from defined by those statuses.
520 $a During their time in HerStory, participants had positive, capacity-building experiences in various areas of their academic, social-emotional and cognitive development. Moreover, participants reported acquisition of new knowledge and skills in interpersonal communication; public speaking; digital media, computers and technology; social and emotional regulation; writing; and creative production. Using the analytic framework of Positive Youth Development's 6 C's, it was demonstrated that participants gained experience in each of the six domains (caring, character, competence, confidence, contribution and connection). Among these, increased senses of competence, confidence and connection were particularly common.
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