African American Girls' Descriptions of Life in High-Risk Neighborhoods

Autor/inn/en	Kruger, Ann Cale; Zabek, Faith; Collins, Staeshe; Harper, Erin A.; Hamilton, Chela; McGee, Miriam Chitescu; Perkins, Catherine; Meyers, Joel
Titel	African American Girls' Descriptions of Life in High-Risk Neighborhoods
Quelle	In: School Psychology Forum, 10 (2016) 1, S.29-40 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-2243
Schlagwörter	African Americans; Females; Neighborhoods; Community Characteristics; Intervention; Violence; Interpersonal Relationship; Stereotypes; Sexuality; Aggression; Personal Autonomy; Self Concept; Urban Environment; Stress Variables; Risk; Middle School Students; Student Attitudes; After School Programs; Safety; Disadvantaged; Partnerships in Education; Georgia + Suchen Sie Ihr Suchwort? Afroamerikaner; Weibliches Geschlecht; Neighbourhoods; Nachbarschaft; Gewalt; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Klischee; Sexualität; Individuelle Autonomie; Selbstkonzept; Stadtökologie; Risiko; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Sicherheit; Hochschulpartnerschaft
Abstract	In disadvantaged neighborhoods African American girls are at elevated risk for exposure to violence and sexualization (Miller, 2008; Salazar, Wingood, DiClemente, Lan, & Harrington, 2004). Preventive interventions can promote resilience by supporting capacities such as social decision making and self-understanding (Masten, 2001). We report on an afterschool intervention group in a transitional housing facility for women and children. The participants were fifth-, sixth-, and seventh-grade African American girls (N = 11). Sessions met for 1.5-2 hours per week over 15 weeks. We recorded the themes that emerged from the participants' conversations during group sessions. The girls in this study described strained relationships, recurring violence, internalized stereotypes, and objectifying sexual activities. When repeated throughout development, such experiences may normalize aggression and objectification and reduce agency and future orientation. Learning from first-hand accounts of girls living in stressed urban environments is crucial to creating future interventions specific to their needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01