A Seat at the Table - Listening to Adolescent Black Girls

Oct 15, 2026

Uploaded by Stanley

Examines how adolescent Black girls in the U.S. have faced long-standing disadvantages despite identifiable strengths, including elevated risks for poor physical and mental health, experiences of violence, and harsher school discipline. Synthesizes findings on how structured supports such as mentoring and afterschool programs can strengthen cognitive, emotional, and social growth. Argues that limited knowledge remains about the specific processes that foster positive development for low-income adolescent Black girls, and presents an interview-based study identifying themes to inform asset-based, community-integrated mentoring.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages6

Reading Time15 min

AccessFree to download

Listening to Adolescent Black Girls

Historical disparities and risks

School discipline and justice involvement

Positive youth development and agency

Mentoring and afterschool programs

Study approach and themes

A Seat at the Table Listening to Adolescent Black Girls Abigail Amoako Kayser, Annalee Jackson, and Brian Kayser Despite having many identified strengths, adolescent Black girls in the U. S. have historically fared poorly (Crenshaw, Ocen, & Nanda, 2015) . Research indicates that, compared to their Latina and White counterparts, adolescent Black girls carry a higher risk for suffering poor physical and mental health, enduring violence, and dealing with other factors associated with living in poverty (Eccles & Gootman, 2002) . In schools, many teachers perceive Black girls as loud, aggressive, and uncultured; they may see the need to silence and tame these girls (Fordham, 1993; Grant, 1984) . Because of these perceptions, Black girls often are subject to more and harsher disciplinary actions, such as suspensions and expulsions, than White girls. These actions in turn are associated with greater involvement in the juvenile justice system, where, again, young Black women often receive more severe sentences (Crenshaw et al. , 2015) . Researchers have noted that participation in organized activities such as mentoring and afterschool programs can support positive development in adolescents (Archard, 2011, 2013; Eccles & Gootman, 2002) . For example, Spencer and Liang (2009) found that adolescents’ cognitive, emotional, and social growth improve with participation in mentoring programs. In [the U.S. in 2011](the U.S. in 2011) , more than 5,000 such programs served over 3 million youth (DuBois, Portillo, Rhodes, Silverthorn, & Valentine, 2011) . Both mentoring programs and research on how they create successful outcomes for adolescents are abundant. However, little is known about the processes that foster positive development specifically in adolescent Black ABIGAIL AMOAKO KAYSER, PhD, is a postdoctoral research associate in the Curry School of Education at the University of Virginia. ANNALEE JACKSON is a graduate of theYouth and Social Innovation Program at the University of Virginia. She is currently a first-grade teacher in New Orleans. BRIAN KAYSER is a doctoral student in the Curry School of Education at the University of Virginia. girls from low-income backgrounds (Kirshner & Our research highlights the need for out-of-school Ginwright, 2012) . Scholars (Larson & Ngo, 2017; time mentoring programs to help adolescent Black girls Simpkins, Riggs, Ngo, Ettekal, & develop agency. The ability to self Okaminvestiogtoati, o2017n into) havhowethcealledcultuforral Our research highlights advopowcerataedisolaesvital skicent Blall tckhgatirlcsan emto un--assets of adolescents of color the need for out-of-school derstand themselves and their contribute to their positive time mentoring programs needs and to seek out people and development and into the ways in to help adolescent Black resources that can help them meet which rainfluenceceth,iesthnicdevelityop,andment .culture girls develop agency. The thothasteBlneeackdsgi.rJlsoneshave(2t0he15p)otneontteidal Our research responds to this ability to self-advocate to overcome the challenges they call by examining mentoring is a vital skill that can face if they have “fewer spokesprograms situated in a community empower adolescent Black people and more servant-leaders thafort haadsoanlesacbuentndBanlaccekofpgirrolsgramWse girls to understand l[oeradadvoershicpateansd],rithosese abowvehoby modework-l conducted in-depth interviews themselves and their needs ing in the trenches”(p. 279) . with adolescent Black girls, and to seek out people This understanding aligns with parents, program leaders and staff, and resources that the asset-based concept of youth orandpeopmleentmoorsst todeleareplyn—from tinvolved—he can help them meet gaofncizinologr,fwhiromchmsauggestrginalizsethat youthd commuwhat Black girls need to succeed. those needs. nities can be empowered to identify Three themes emerged from these problems in their communities and interviews: that programs for adol

FAQs

What challenges have adolescent Black girls historically faced in the U.S.?

They have faced higher risk for poor physical and mental health, enduring violence, and conditions tied to poverty. In schools, teachers’ perceptions often lead to more frequent and harsher disciplinary actions, which can increase involvement in juvenile justice.

How do mentoring and afterschool programs affect adolescent development?

Research cited indicates participation in mentoring and afterschool programs can improve adolescents’ cognitive, emotional, and social growth. Mentoring is also presented as a skill that supports positive development through supportive relationships and opportunities.

Why does the document emphasize agency and autonomy in positive youth development?

Agency is described as the freedom to set goals and take steps to achieve them, while autonomy involves enabling responsibility and meaningful challenge. Connecting autonomy with agency frames youth as active agents of their own development with help from adults.

Oct 15, 2026

Uploaded by Stanley