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dc.contributor.advisorDavis, James Earl
dc.creatorCampbell, Angela Norma
dc.date.accessioned2020-10-21T14:26:55Z
dc.date.available2020-10-21T14:26:55Z
dc.date.issued2013
dc.identifier.other870266650
dc.identifier.urihttp://hdl.handle.net/20.500.12613/896
dc.description.abstractAfrican American rites of passage (ROP) have historically contributed to adolescent gender socialization enabling Black youth to overcome the effects of racism and oppression. ROP in the schools provide lessons in Black history, traditions, and culture as they guide youth through the turbulent terrain of adolescence via the communal "coming of age" process. This study examined adolescent girls' experiences in weekly ROP classes at Ella Baker Freedom Academy (EBFA) Charter School over the course of one academic year and five months. EBFA is an African-centered Freedom School in a northeastern city in the United States. This study employed ethnographic methods within a Black Feminist/Womanist framework to investigate how rites of passage support adolescent girls' gendered ethnic identity, self-concept, and peer relations. This study fills in gaps in the literature on ROP, focusing on the participants' ROP experiences within the intersections of adolescent identity formation, womanhood and sisterhood empowerment, and culturally relevant gender socialization practices in school. Three major questions guided the study: 1) How ROP classes supported adolescent girls' intersecting and developing gender and ethnic identities; 2) How ROP classes supported students' female peer relations; and 3) How African values were utilized in ROP classes. The study revealed the interconnected ways in which ROP supported participants' developing gender/ethnic identities, and improved peer relationships, conflict resolution strategies, and personal definitions of womanhood. The ROP classes supported students by: a) developing a critical awareness of sexism, internalized oppression; i.e., colorism, negative racial/gendered stereotypes about Black women and girls in U.S. society, particularly those propagated through the media; b) building appreciation, esteem, and respect in themselves and each other; c) cultivating positive academic identities through healthy female peer relationships via critical dialogue, trust building, conflict resolution, and empowering communications; d) developing personal standards for womanhood using African-centered values; and e) revealing gendered passageways to womanhood and sisterhood in intergenerational and emotionally safe spaces, and across school contexts.
dc.format.extent391 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectEducation
dc.subjectGender Studies
dc.subjectAdolescent Identity Development
dc.subjectAfrican Centered Education
dc.subjectBlack Feminist Theory
dc.subjectFreedom Schools
dc.subjectGender Issues in Education
dc.subjectRites of Passage
dc.titleGENDERED PASSAGEWAYS IN FREEDOM SCHOOL: AN ETHNOGRAPHIC STUDY OF ADOLESCENT GIRLS' JOURNEYS TO WOMANHOOD
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberHorvat, Erin McNamara
dc.contributor.committeememberHunt, Portia L.
dc.contributor.committeememberCucchiara, Maia Bloomfield
dc.contributor.committeememberEvans-Winters, Venus E.
dc.description.departmentUrban Education
dc.relation.doihttp://dx.doi.org/10.34944/dspace/878
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreePh.D.
refterms.dateFOA2020-10-21T14:26:55Z


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