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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.
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.
— Catherine Sui, Executive Director of Girls Justice League
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.
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