front cover of Between Good and Ghetto
Between Good and Ghetto
African American Girls and Inner-City Violence
Nikki Jones
Rutgers University Press, 2009
With an outward gaze focused on a better future, Between Good and Ghetto reflects the social world of inner city African American girls and how they manage threats of personal violence.

Drawing on personal encounters, traditions of urban ethnography, Black feminist thought, gender studies, and feminist criminology, Nikki Jones gives readers a richly descriptive and compassionate account of how African American girls negotiate schools and neighborhoods governed by the so-called "code of the street"ùthe form of street justice that governs violence in distressed urban areas. She reveals the multiple strategies they use to navigate interpersonal and gender-specific violence and how they reconcile the gendered dilemmas of their adolescence. Illuminating struggles for survival within this group, Between Good and Ghetto encourages others to move African American girls toward the center of discussions of "the crisis" in poor, urban neighborhoods.

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Black Girlhood in the Nineteenth Century
Nazera Sadiq Wright
University of Illinois Press, 2016
Long portrayed as a masculine endeavor, the African American struggle for progress often found expression through an unlikely literary figure: the black girl. Nazera Sadiq Wright uses heavy archival research on a wide range of texts about African American girls to explore this understudied phenomenon. As Wright shows, the figure of the black girl in African American literature provided a powerful avenue for exploring issues like domesticity, femininity, and proper conduct. The characters' actions, however fictional, became a rubric for African American citizenship and racial progress. At the same time, their seeming dependence and insignificance allegorized the unjust treatment of African Americans. Wright reveals fascinating girls who, possessed of a premature knowing and wisdom beyond their years, projected a courage and resiliency that made them exemplary representations of the project of racial advance and citizenship.
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Gumbo Ya Ya
Poems
Aurielle Marie
University of Pittsburgh Press, 2021
Winner, 2022 Lambda Literary Award for Bisexual Poetry
Winner, 2022 Georgia Author of the Year (Poetry)
Finalist, 2023 Kate Tufts Discovery Award

Gumbo Ya Ya, Aurielle Marie’s stunning debut, is a cauldron of hearty poems exploring race, gender, desire, and violence in the lives of Black gxrls, soaring against the backdrop of a contemporary South. These poems are loud, risky, and unapologetically rooted in the glory of Black gxrlhood. The collection opens with a heartrending indictment of injustice. What follows is a striking reimagination of the world, one where no Black gxrl dies “by the barrel of the law” or “for loving another Black gxrl.” Part familial archival, part map of Black resistance, Gumbo Ya Ya catalogs the wide gamut of Black life at its intersections, with punching cultural commentary and a poetic voice that holds tenderness and sharpness in tandem. It asks us to chew upon both the rich meat and the tough gristle, and in doing so we walk away more whole than we began and thoroughly satisfied.
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In a Classroom of Their Own
The Intersection of Race and Feminist Politics in All-Black Male Schools
Keisha Lindsay
University of Illinois Press, 2018
Many advocates of all-black male schools (ABMSs) argue that these institutions counter black boys’ racist emasculation in white, “overly” female classrooms. This argument challenges racism and perpetuates antifeminism.
 
Keisha Lindsay explains the complex politics of ABMSs by situating these schools within broader efforts at neoliberal education reform and within specific conversations about both "endangered” black males and a “boy crisis” in education. Lindsay also demonstrates that intersectionality, long considered feminist, is in fact a politically fluid framework. As such, it represents a potent tool for advancing many political agendas, including those of ABMSs supporters who champion antiracist education for black boys while obscuring black girls’ own race and gender-based oppression in school. Finally, Lindsay theorizes a particular means by which black men and other groups can form antiracist and feminist coalitions even when they make claims about their experiences that threaten bridge building. The way forward, Lindsay shows, allows disadvantaged groups to navigate the racial and gendered politics that divide them in pursuit of productive—and progressive—solutions.
 
Far-thinking and boldly argued, In a Classroom of Their Own explores the dilemmas faced by professionals and parents in search of equitable schooling for all students—black boys and otherwise.
 
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It's Good to Be Black
Ruby Berkley Goodwin
Southern Illinois University Press, 1953

From the preface by Carmen Kenya Wadley:

“Is it good to be black? To Ruby Berkley Goodwin it was....The black she writes about has nothing to do with skin color, but it does have a great deal to do with self images, values, spiritual strength, and most of all love. Unlike the contradicting definitions of blackness we see reflected in today's crime statistics, movies, television, newspapers, political speeches, advertisements, and sociological reports, Ruby Berkley Goodwin's definition of blackness is simple and to the point: black is good. It's Good to be Black is more than the story (history) of a black family living in Du Quoin, Illinois, during the early 1900s; it is a reaffirmation for all of us who know in our hearts that there is still good in the world and that some of that good is black.”
 

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The Parker Sisters
A Border Kidnapping
Lucy Maddox
Temple University Press, 2016
In 1851, Elizabeth Parker, a free black child in Chester County, Pennsylvania, was bound and gagged, snatched from a local farm, and hurried off to a Baltimore slave pen. Two weeks later, her teenage sister, Rachel, was abducted from another Chester County farm. Because slave catchers could take fugitive slaves and free blacks across state lines to be sold, the border country of Pennsylvania/Maryland had become a dangerous place for most black people.
 
In The Parker Sisters, Lucy Maddox gives an eloquent, urgent account of the tragic kidnapping of these young women. Using archival news and courtroom reports, Maddox tells the larger story of the disastrous effect of the Fugitive Slave Act on the small farming communities of Chester County and the significant, widening consequences for the state and the nation.  
 
The Parker Sisters is also a story about families whose lives and fates were deeply embedded in both the daily rounds of their community and the madness and violence consuming all of antebellum America. Maddox’s account of this horrific and startling crime reveals the strength and vulnerability of the Parker sisters and the African American population.
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Shapeshifters
Black Girls and the Choreography of Citizenship
Aimee Meredith Cox
Duke University Press, 2015
In Shapeshifters Aimee Meredith Cox explores how young Black women in a Detroit homeless shelter contest stereotypes, critique their status as partial citizens, and negotiate poverty, racism, and gender violence to create and imagine lives for themselves. Based on eight years of fieldwork at the Fresh Start shelter, Cox shows how the shelter's residents—who range in age from fifteen to twenty-two—employ strategic methods she characterizes as choreography to disrupt the social hierarchies and prescriptive narratives that work to marginalize them. Among these are dance and poetry, which residents learn in shelter workshops. These outlets for performance and self-expression, Cox shows, are key to the residents exercising their agency, while their creation of alternative family structures demands a rethinking of notions of care, protection, and love. Cox also uses these young women's experiences to tell larger stories: of Detroit's history, the Great Migration, deindustrialization, the politics of respectability, and the construction of Black girls and women as social problems. With Shapeshifters Cox gives a voice to young Black women who find creative and non-normative solutions to the problems that come with being young, Black, and female in America.
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South Side Girls
Growing Up in the Great Migration
Marcia Chatelain
Duke University Press, 2015
In South Side Girls Marcia Chatelain recasts Chicago's Great Migration through the lens of black girls. Focusing on the years between 1910 and 1940, when Chicago's black population quintupled, Chatelain describes how Chicago's black social scientists, urban reformers, journalists and activists formulated a vulnerable image of urban black girlhood that needed protecting. She argues that the construction and meaning of black girlhood shifted in response to major economic, social, and cultural changes and crises, and that it reflected parents' and community leaders' anxieties about urbanization and its meaning for racial progress. Girls shouldered much of the burden of black aspiration, as adults often scrutinized their choices and behavior, and their well-being symbolized the community's moral health. Yet these adults were not alone in thinking about the Great Migration, as girls expressed their views as well. Referencing girls' letters and interviews, Chatelain uses their powerful stories of hope, anticipation and disappointment to highlight their feelings and thoughts, and in so doing, she helps restore the experiences of an understudied population to the Great Migration's complex narrative.
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front cover of Swimming Against the Tide
Swimming Against the Tide
African American Girls and Science Education
Sandra L. Hanson
Temple University Press, 2009

“They looked at us like we were not supposed to be scientists,” says one young African American girl, describing one openly hostile reaction she encountered in the classroom. In this significant study, Sandra Hanson explains that although many young minority girls are interested in science, the racism and sexism in the field discourage them from pursuing it after high school. Those girls that remain highly motivated to continue studying science must “swim against the tide.”

Hanson examines the experiences of African American girls in science education using multiple methods of quantitative and qualitative research, including a web survey and vignette techniques. She understands the complex interaction between race and gender in the science domain and, using a multicultural and feminist framework of analysis, addresses the role of agency and resistance that encourages and sustains interest in science in African American families and communities.

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To Advance the Race
Black Women's Higher Education from the Antebellum Era to the 1960s
Linda M. Perkins
University of Illinois Press, 2024
From the United States' earliest days, African Americans considered education essential for their freedom and progress. Linda M. Perkins’s study ranges across educational and geographical settings to tell the stories of Black women and girls as students, professors, and administrators. Beginning with early efforts and the establishment of abolitionist colleges, Perkins follows the history of Black women's post–Civil War experiences at elite white schools and public universities in northern and midwestern states. Their presence in Black institutions like Howard University marked another advancement, as did Black women becoming professors and administrators. But such progress intersected with race and education in the postwar era. As gender questions sparked conflict between educated Black women and Black men, it forced the former to contend with traditional notions of women’s roles even as the 1960s opened educational opportunities for all African Americans.

A first of its kind history, To Advance the Race is an enlightening look at African American women and their multi-generational commitment to the ideal of education as a collective achievement.

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