Late-adolescent African American students face unique difficulties on their journey to womanhood. As members of a double minority (i.e., African American and female) (Jean & Feagin, 1998), certain limiting stereotypes relevant to both race and gender pose challenges to these students. They must overcome these challenges in order to excel within the various and changing environments they move through on a daily basis (hooks, 1981, 1994). Within the context of social justice, this dissertation provides insight into the role that language and literacy practices play to help enable the positive and affirming development of self-hood of African American college freshmen. This research is qualitative and employs critical narrative inquiry to analyze data collected from six academically high-achieving African American female freshmen college students attending Ivy League, Historically Black Colleges, and private and state universities in the United States.
|Commitee:||Brown, Ruth Nicole, Darder, Antonia|
|School:||Loyola Marymount University|
|School Location:||United States -- California|
|Source:||DAI-A 77/02(E), Dissertation Abstracts International|
|Subjects:||African American Studies, Education, Gender studies|
|Keywords:||African american, Girlhood, Identity, Language, Late-adolescents, Literacy|
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