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Ruth Nicole Brown is an associate professor in Gender and Women’s Studies and Education Policy, Organization and Leadership at the University of Illinois at Urbana-Champaign. Much of her research focuses on Black girls' lived experiences with a concentration in the racialized power dynamics therein. |
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Her book, Hear Our Truths: The Creative Potential of Black Girlhood, speaks on the the youth intervention, Saving Our Lives Hear Our Truths (SOLHOT), which provides a creative space for Black girls to discuss issues that are important to them through creative arts.
Marcia Chatelain
is an associate professor at Georgetown University, researches a wide array of issues in African-American history. Dr. Chatelain writes and teaches about African-American migration, women's and girls' history, and race and food.
In her book, South Side Girls: Growing up in the Great Migration, Dr. Chatelain discusses the Chicago migration through the eyes of Black girls, as the meaning of Black girlhood shifted during this time period due to economic, social, and cultural changes. Through referencing girls’ letters and interviews in her book, we are able to get a more personal and deeper account of this understudied population, during this time.
Marcia Chatelain
is an associate professor at Georgetown University, researches a wide array of issues in African-American history. Dr. Chatelain writes and teaches about African-American migration, women's and girls' history, and race and food.
In her book, South Side Girls: Growing up in the Great Migration, Dr. Chatelain discusses the Chicago migration through the eyes of Black girls, as the meaning of Black girlhood shifted during this time period due to economic, social, and cultural changes. Through referencing girls’ letters and interviews in her book, we are able to get a more personal and deeper account of this understudied population, during this time.
Aimee Meredith Cox is a cultural anthropologist and tenured professor of African and African American Studies at Fordham University. |
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Her first book, titled Shapeshifters: Black Girls and the Choreography of Citizenship, is based on eight years of fieldwork at a local shelter in Detroit. This book discusses how young Black women challenge stereotypes, evaluate their status as partial citizens, and negotiate poverty, racism, and gender violence to create and imagine lives for themselves. Residents at this shelter utilize methods of dance and poetry as outlets of self-expression, where they can interrupt that which tries to marginalize them.
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Kyra Gaunt
is a Baruch college professor, a songwriter, a performer, and an author. A native of Rockville, Maryland, Gaunt began her career in higher education in 1996. She came to Baruch in 2006 after teaching at New York University and the University of Virginia. Her areas of specialty are race, gender, and African American music. |
Learning the Ropes: The Games Black Girls Play depicts how black musical styles are fused into the games African American girls learn at a young age, such as double-dutch. Dr. Gaunt shares that black girls' games are connected to traditions of African and African American musicmaking, and that they teach vital musical and social lessons that are carried into adulthood.
Tamara Winfrey
is a writer who focuses in the evolving space where current events, politics, and pop culture intersect with race and gender.
Her first book titled, The Sisters are Alright: Changing the Bokren Narrative of Black Women in America, sheds light on anti-black women propaganda, and discusses how real black women are pushing back against the distorted depictions of themselves. Ms. Harris focuses on topics such as marriage, motherhood, health, sexuality, beauty, and more, debunking the lies and stereotypes within each topics of Black women.
Sonja Lanehart
is a Professor and Brackenridge Endowed Chair in Literature and the Humanities, at the University of Texas in San Antonio.
In her book, Sista, Speak!: Black Women Kinfolks Talk about Language and Literacy, Dr. Lanehart discusses the negative impact and affects of having all Americans speak, read, and write “proper” English. Through interviews and written statements by each woman, Lanehart draws out the life stories of these women and their attitudes toward and use of language.
Bettina Love
is an award-winning author and Associate Professor of Educational Theory & Practice at the University of Georgia. Her research focuses on the ways in which urban youth negotiate Hip Hop music and culture to form social, cultural, and political identities to create new and sustaining ways of thinking about urban education and social justice. She also concentrates on transforming urban classrooms through the use of non-traditional educational curricula and classroom structures. Recently, Dr. Love was named the Nasir Jones Fellow at the W. E. B. Du Bois Research Center at Harvard University. She will begin her fellowship at Harvard in the Spring of 2016, where she will develop a multimedia Hip Hop civics curriculum for middle to high school students. She is the author of Hip Hop’s Li’l Sistas Speak: Negotiating Hip Hop Identities and Politics in the New South. Her work has appeared in numerous books and journals, including the English Journal, Urban Education, The Urban Review, and Journal of LGBT Youth. She is currently editing a special issue of the Journal of Lesbian Studies focused on the identities, gender performances, and pedagogical practices of Black and Brown lesbian educators. |
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Yolanda Majors
is an Associate Professor of Curriculum and Instruction in the College of Education, University of Illinois at Chicago (UIC), where she focuses her research on adult/adolescent literacy, instructional design, and academic and social problem solving expertise within specific ethnic speech communities and their implications for learning and teaching processes.
Her book, Shoptalk: Lessons in Teaching from an African American Hair Salon, talks about the African American salon, and the discussion of literacy, identity, and thinking skills that takes place there – an example of informal teaching and language practice.
Yolanda Majors
is an Associate Professor of Curriculum and Instruction in the College of Education, University of Illinois at Chicago (UIC), where she focuses her research on adult/adolescent literacy, instructional design, and academic and social problem solving expertise within specific ethnic speech communities and their implications for learning and teaching processes.
Her book, Shoptalk: Lessons in Teaching from an African American Hair Salon, talks about the African American salon, and the discussion of literacy, identity, and thinking skills that takes place there – an example of informal teaching and language practice.
Heidi Mirza
is a Professor of race, faith, and culture in the sociology department, at the University of London. Much of Dr. Mirza’s work focuses on educational inequality, with a focus on the experiences of Black and Asian women in school, as well as racialization in higher education. |
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In Young, Female and Black, Dr. Mirza challenges the myths about young, Black women as underachievers with regards to school and work. In a comparative study of research and writing from America, Britain and the Caribbean, Dr. Mirza re-examines our present understanding of what is meant by educational underachievement, the black family and, in particular, black womanhood in Britain.
Gwendolyn Pough
is an associate professor of women’s gender and studies at Syracuse University. Her research interests include feminist theory, African American rhetoric, women’s studies, and hip-hop culture.
In her book, Check it While I Wreck It: Black Womanhood, Hip-Hop Culture, and the Public Sphere, Dr. Pough examines the relationship between Black women, hip-hop, and feminism. She discusses influential rappers like Queen Latifah and Missy Elliot, as women who have built on from influential women from the past such as Sojourner Truth, and women from the black power and civil rights movement. Dr. Pough also demonstrates how rap is a creative outlet which provides an avenue for Black women to share their story.
Maisha T. Winn
is the Susan J. Cellmer Endowed Chair in English Education and Professor in Language and Literacy in the Department of Curriculum and Instruction, at the University of Wisconsin-Madison.
Her book, Girl Time: Literacy, Justice, and School-to-Prison Pipeline, talks about educators who teach the young women who have been placed on the margins by society, and as a result ended up in prison; she also hones in on the girls who have been formerly incarcerated. Through this work, readers will learn how the lived experiences of incarcerated girls can inform their teaching in public school classrooms and the teaching of literacy as a civil and human right.
