The academic identity development of African American girls

dc.contributor.advisor Brenda J. Lohman
dc.contributor.author White, Aisha
dc.contributor.department Human Development and Family Studies
dc.date 2018-08-11T15:12:22.000
dc.date.accessioned 2020-06-30T02:58:36Z
dc.date.available 2020-06-30T02:58:36Z
dc.date.copyright Thu Jan 01 00:00:00 UTC 2015
dc.date.embargo 2017-09-24
dc.date.issued 2015-01-01
dc.description.abstract <p>This research examined the academic identity development of 11 African-American high school girls. Academic identity is considered a lesser known yet important factor in the school achievement of African-American students. However, research exploring the psychosocial process of developing an academic “self” among African-American girls is almost non-existent. Traditional research has focused mainly on the academic deficits of African-American girls in school. Additionally, identity research has traditionally examined African-American girls’ experiences by racial or gender-distinct categories. However, this study explored the processes of the academic identity development of a sample of African-American girls using Positive Youth Development as a strengths-based approach with attention to the intersectional experiences of race, gender, and class that contributed to their academic identity development.</p> <p>By providing these girls the opportunity to voice their lived experiences, this study produced knowledge that elucidates the positive adolescent developmental processes of African-American girls and their high school education. The results indicated these common themes: (a) Stereotypes in School, (b) The Weight of Stereotypes, (c) The Old Me Phase, (d) Making Transitions, (e) The Real Me, (f) I Am Strong, (g) Representing African-American Girls in School, and (h) Perceptions of Academic Identity. The themes from this research study represented girls who are often deemed invisible and unheard in education. Resoundingly, the girls shared their lived experiences of developing their academic identity in a schooling context that normalized negative stereotypes of African-American girls. The girls in this study developed academic identities as an interactive process involving meaning making of their school experiences and a conscientious quest to represent their true self. The results of this study suggest that researchers and youth-serving professionals focus greater attention on the role of the school context and social norms as influences on the academic identity development of African-American girls.</p>
dc.format.mimetype application/pdf
dc.identifier archive/lib.dr.iastate.edu/etd/14706/
dc.identifier.articleid 5713
dc.identifier.contextkey 8077615
dc.identifier.doi https://doi.org/10.31274/etd-180810-4258
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath etd/14706
dc.identifier.uri https://dr.lib.iastate.edu/handle/20.500.12876/28891
dc.language.iso en
dc.source.bitstream archive/lib.dr.iastate.edu/etd/14706/White_iastate_0097E_15161.pdf|||Fri Jan 14 20:25:14 UTC 2022
dc.subject.disciplines Liberal Studies
dc.subject.disciplines Other Education
dc.subject.keywords Human Development and Family Studies
dc.title The academic identity development of African American girls
dc.type article
dc.type.genre dissertation
dspace.entity.type Publication
relation.isOrgUnitOfPublication aa55ac20-60f6-41d8-a7d1-c7bf09de0440
thesis.degree.level dissertation
thesis.degree.name Doctor of Philosophy
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