Zobrazeno 1 - 10
of 15
pro vyhledávání: '"Tamara Beauboeuf-Lafontant"'
Autor:
Tamara Beauboeuf-Lafontant
How have Black women fostered belonging in higher education institutions that have persisted in marginalizing them? Focusing on the career of Lucy Diggs Slowe, the first trained African American student affairs professional in the United States, this
Autor:
Tamara Beauboeuf-Lafontant
Publikováno v:
Meridians. 17:25-48
In the opening decades of the twentieth century, Lucy Diggs Slowe charted new territory as the first African American dean of women. Serving in this administrative role for fifteen years at her alma mater, Howard University, Slowe introduced and shap
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::44b4f2412261eb40956ba9b55dff4c88
https://doi.org/10.1215/15366936-6955065
https://doi.org/10.1215/15366936-6955065
Autor:
Tamara Beauboeuf-Lafontant
Publikováno v:
Qualitative Sociology. 31:391-406
An emerging feminist paradigm likens depression to silencing, as women disconnect from important aspects of their realities in an attempt to meet cultural standards of feminine goodness. While offering a provocative re-evaluation of hegemonic feminin
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2f8532144a66e256a838c0d1c7c9cc31
https://doi.org/10.1007/s11133-008-9113-1
https://doi.org/10.1007/s11133-008-9113-1
Autor:
Tamara Beauboeuf-Lafontant
Publikováno v:
Gender & Society. 21:28-51
Investigating the possible overlap between depressed and presumably strong Black women, this article maintains that women's experiences of depression are both gendered and raced. A review of clinical and popular literatures examining Black women's ex
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::082e13b222a46ffeac27b63d8af86350
https://doi.org/10.1177/0891243206294108
https://doi.org/10.1177/0891243206294108
Autor:
Tamara Beauboeuf-Lafontant
Publikováno v:
Journal of Teacher Education. 56:436-445
Although teaching is regarded as “women’s work,” few calls for change in the multicultural and social justice literature focus attention on the teaching self as a socially constructed gendered identity. Given Black women’s prominence in this
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::fba9c5e415c85ed4c9314ee4b4338522
https://doi.org/10.1177/0022487105282576
https://doi.org/10.1177/0022487105282576
Autor:
Tamara Beauboeuf-Lafontant
Publikováno v:
Meridians: feminism, race, transnationalism. 5:104-123
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8232622d1cc61cdae1d194a22deb9d7f
https://doi.org/10.2979/mer.2005.5.2.104
https://doi.org/10.2979/mer.2005.5.2.104
Autor:
Tamara Beauboeuf-Lafontant
Publikováno v:
Meridians: feminism, race, transnationalism. 5:104-123
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::fbd49a84e40356da154843149dd4c0ed
https://doi.org/10.1353/mer.2005.0003
https://doi.org/10.1353/mer.2005.0003
Autor:
Tamara Beauboeuf-Lafontant
Publikováno v:
Gender & Society. 17:111-121
This article questions the societal and cultural image of Black women as strong and suggests that this seemingly affirming portrayal is derived from a discourse of enslaved women’s deviance. In highlighting connections between perceived strength an
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::07df18b619ede4e607f4c97ba619f28e
https://doi.org/10.1177/0891243202238981
https://doi.org/10.1177/0891243202238981
Autor:
Tamara Beauboeuf-Lafontant
Publikováno v:
The Urban Review. 34:71-86
In recent years, a compelling discussion in education has centered on caring. In this paper, I contribute to this dialogue by suggesting that there is a particular form of caring exhibited in the pedagogy of exemplary black women teachers. It is the
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2a1ba6fd7356a5be3435b54086c73544
https://doi.org/10.1023/a:1014497228517
https://doi.org/10.1023/a:1014497228517
Autor:
Tamara Beauboeuf-LaFontant
Publikováno v:
Teachers College Record: The Voice of Scholarship in Education. 100:702-723
The purpose of this article is to examine culturally relevant teaching as a political pedagogy and a contemporary manifestation of what was considered “good” teaching in many African American communities served by black segregated schools. Throug
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::290ffbc6df6ac5e04fa32226f9df36db
https://doi.org/10.1177/016146819910000401
https://doi.org/10.1177/016146819910000401