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"Creating a Community Where Black Girls and Women Are Celebrated": A Critical Sensemaking Analysis of a School-Community Partnership in K-12 Education
"Creating a Community Where Black Girls and Women Are Celebrated": A Critical Sensemaking Analysis of a School-Community Partnership in K-12 Education
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202105650
- ISBN
- 9798270247843
- DDC
- 371
- 서명/저자
- Creating a Community Where Black Girls and Women Are Celebrated: A Critical Sensemaking Analysis of a School-Community Partnership in K-12 Education
- 발행사항
- [Sl] : The University of Wisconsin - Madison, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 157 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-06, Section: A.
- 주기사항
- Advisor: Grooms, Ain.
- 학위논문주기
- Thesis (Ph.D.)--The University of Wisconsin - Madison, 2025.
- 초록/해제
- 요약Black girls endure racialized and gendered violence in K-12 education that result in them being pushed out of schools, permanently removed from educational opportunities and institutions. As students, they experience racialized and gendered violence from school leaders, school resource officers and administrators. There is a plethora of scholarship exploring positive impacts that affinity spaces in K-12 education. While scholarship has explored these factors, there is limited scholarship that examines how Black women community leaders collaborate with white school district leaders to create affinity group programming for Black girls, and the impacts of their identities on why they do this work. This dissertation examines a school community partnership between leadership of a predominantly white K-12 school district and a Black women-led non-profit organization. Using a Critical Sensemaking framework, I analyze the successes and challenges of creating these spaces and the influence of community and school leaders' identities as to why they support Black girls in their schools. I use semi-structured interviews guided by Black Feminist Qualitative Inquiry with organization leaders, school principals, social workers and village builders, and after-school group facilitators to understand participants' perceptions of the school-community partnership.The research questions driving this study are: 1) How do K-12 school leaders and Black women community leaders collaborate to create affinity group after-school programming in a predominantly white, midwestern city? 2) How do participant identities influence the creation and implementation of affinity group programming for Black girls? 3) What are their perspectives of the procedures, actions, and resources needed to create after-school groups and sustainable school-community partnerships? and a) What are the successes and challenges in creating these spaces? The findings reveal that all participants understand the importance of affinity group programming for Black girls in their schools. These leaders recognize the isolating experiences Black girls have in the district and support this programming for them. However, there are a lot of tensions, including a lack of resources and lack of communication, that makes this school-community partnership unsustainable. Despite this, there are many positive impacts of this programming including Black girls building relationships with each other across grade levels and having opportunities to connect with Black women from their communities.Overall, these findings illuminate an unequal distribution of labor among school leaders and draw attention to the necessary support Black women need to continue uplifting Black girls in K-12 schools in Wisconsin. This project can inform K-12 school leaders about the positive impacts of after-school programming on school culture and climate. These findings also highlight the motivations of Black women community leaders to support Black girls, and the ways they navigate cultivating school-community partnerships in predominantly white districts. Further, this project can inform how K-12 leaders and community leaders collaborate with Black women to support Black girls in education.
- 일반주제명
- Educational leadership
- 일반주제명
- Educational sociology
- 일반주제명
- Womens studies
- 일반주제명
- Black studies
- 키워드
- Black girls
- 키워드
- Identity
- 기타저자
- The University of Wisconsin - Madison Ed Leadership & Policy Analysis
- 기본자료저록
- Dissertations Abstracts International. 87-06A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■006m o d
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■020 ▼a9798270247843
■035 ▼a(MiAaPQ)AAI32402507
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a371
■1001 ▼aEuseary, Angelica D.
■24510▼a"Creating a Community Where Black Girls and Women Are Celebrated": A Critical Sensemaking Analysis of a School-Community Partnership in K-12 Education
■260 ▼a[Sl]▼bThe University of Wisconsin - Madison▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a157 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-06, Section: A.
■500 ▼aAdvisor: Grooms, Ain.
■5021 ▼aThesis (Ph.D.)--The University of Wisconsin - Madison, 2025.
■520 ▼aBlack girls endure racialized and gendered violence in K-12 education that result in them being pushed out of schools, permanently removed from educational opportunities and institutions. As students, they experience racialized and gendered violence from school leaders, school resource officers and administrators. There is a plethora of scholarship exploring positive impacts that affinity spaces in K-12 education. While scholarship has explored these factors, there is limited scholarship that examines how Black women community leaders collaborate with white school district leaders to create affinity group programming for Black girls, and the impacts of their identities on why they do this work. This dissertation examines a school community partnership between leadership of a predominantly white K-12 school district and a Black women-led non-profit organization. Using a Critical Sensemaking framework, I analyze the successes and challenges of creating these spaces and the influence of community and school leaders' identities as to why they support Black girls in their schools. I use semi-structured interviews guided by Black Feminist Qualitative Inquiry with organization leaders, school principals, social workers and village builders, and after-school group facilitators to understand participants' perceptions of the school-community partnership.The research questions driving this study are: 1) How do K-12 school leaders and Black women community leaders collaborate to create affinity group after-school programming in a predominantly white, midwestern city? 2) How do participant identities influence the creation and implementation of affinity group programming for Black girls? 3) What are their perspectives of the procedures, actions, and resources needed to create after-school groups and sustainable school-community partnerships? and a) What are the successes and challenges in creating these spaces? The findings reveal that all participants understand the importance of affinity group programming for Black girls in their schools. These leaders recognize the isolating experiences Black girls have in the district and support this programming for them. However, there are a lot of tensions, including a lack of resources and lack of communication, that makes this school-community partnership unsustainable. Despite this, there are many positive impacts of this programming including Black girls building relationships with each other across grade levels and having opportunities to connect with Black women from their communities.Overall, these findings illuminate an unequal distribution of labor among school leaders and draw attention to the necessary support Black women need to continue uplifting Black girls in K-12 schools in Wisconsin. This project can inform K-12 school leaders about the positive impacts of after-school programming on school culture and climate. These findings also highlight the motivations of Black women community leaders to support Black girls, and the ways they navigate cultivating school-community partnerships in predominantly white districts. Further, this project can inform how K-12 leaders and community leaders collaborate with Black women to support Black girls in education.
■590 ▼aSchool code: 0262.
■650 4▼aEducational leadership
■650 4▼aEducational sociology
■650 4▼aWomens studies
■650 4▼aBlack studies
■653 ▼aAfter-school programming
■653 ▼aBlack girls
■653 ▼aCritical sensemaking
■653 ▼aIdentity
■653 ▼aK-12 school leadership
■653 ▼aSchool-community partnerships in k-12 education
■690 ▼a0449
■690 ▼a0453
■690 ▼a0325
■690 ▼a0340
■71020▼aThe University of Wisconsin - Madison▼bEd Leadership & Policy Analysis.
■7730 ▼tDissertations Abstracts International▼g87-06A.
■790 ▼a0262
■791 ▼aPh.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17361001▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
