Dissertation Proposal Announcement Ed.D. Program: Gisele Morgan “How Educational Leaders Employ Mentoring Programs to Support Black Girls’ Self-Perception and Social-Emotional Development”
Black children have been historically marginalized by U.S. educational systems and practices that were not designed for their edification. Both Black boys and girls have been adversely impacted. However, it is crucial to recognize the unique impact of gendered racism on Black girls’ experiences. Gendered racism (Essed, 1991) is the racial and gender subjugation of women of color. Black girls’ experiences with gendered racism can have deleterious consequences on their lives and impact their behaviors and how they see themselves in the world (Anderson, 2020; Carter-Andrews et al.,2019; Dolet & Salas, 2021). Despite the racial and gender bias inherent in school settings, educational leaders can create spaces that support Black girls’ positive self-perception and social, emotional, and academic development. Mentoring programs can connect Black girls with mentors who can be positive role models, foster positive relationships, and support educational outcomes (Fruiht & Wray-Lake, 2013; Harper et al., 2021; Raposa et al., 2019). Despite the positive impact mentoring programs can have on student engagement, behavioral issues, and connectedness, few leaders implement mentoring programs due to a lack of financial and human resources, as well as uncertain outcomes, which can inhibit educational leaders from implementing mentoring programs (Cooper, 2005; Gordon et al., 2013) We need to know more about how leaders can be supported and encouraged to implement mentoring programs intended to support Black girls.
The purpose of this proposed study is to examine how educational leaders can use school-based mentoring programs to support Black girls. Specifically, this comparative case study seeks to understand how educational leaders employ programs to counteract the negative effects of gendered racism on Black girls’ self-perception and to support their social-emotional and academic development. The results of this study will enhance our understanding of how educational leaders can use mentoring programs to support Black girls’ self-perception, social-emotional, and academic development.
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