“Ladies” or “Loudies”?

By E. Morris. 2007

282 citations recorded by the source corpus.

Subfields: Education, Gender Studies, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/bbc99fae1991411ab174c1b5a79d76e543901056

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Citations in the corpus

The Deadly Challenges of Raising African American Boys (2016, background): “Scholars have examined how race, class, and gender influence African Americans’ experiences in various settings (Ferguson 2000; Morris 2005, 2007; Wingfield 2007, 2009).”
Unmasking the Inequitable Discipline Experiences of Urban Black Girls: Implications for Urban Educational Stakeholders (2011, background): “thoughts freely without fear of reprisal, characteristics which contribute to their elevated achievement (Ladner 1979; Morris 2007; Thomas and King 2007; Way 1995).”
Validation of the Child and Youth Resilience Measure-28 (CYRM-28) Among Canadian Youth (2012, result): “These findings reflect the conclusions of other researchers who have investigated positive outcomes among youth (Dei, Massuca, McIsaac, & Zine, 1997; Elliott et al., 2006; Morris, 2007), as well as ethnic identity development (Chan, 2007; Hallett et al.”
The Study of Youth Resilience Across Cultures: Lessons from a Pilot Study of Measurement Development (2008, background): “For example, Phelps et al.’s (2007) longitudinal component of their 4H study which included 1,184 youth found changes in risk and positive youth development (PYD) (a set of factors congruent with studies of resilience) over a 3-year period as the young people transitioned into middle school.”
The Relationship Between Skin Tone and School Suspension for African Americans (2013, result): “noted that their results were consistent with earlier qualitative research on how teachers reacted to African American females who were assertive (Evans 1988; Ladner 1971; Morris 2007).”
Debunking the Myth of the "Angry Black Woman": An Exploration of Anger in Young African American Women (2009, background): “For instance, Edward W. Morris (2007) suggests that encouraging more traditional feminine behavior (and discouraging typical “black girl” behavior, which can include assertiveness misinterpreted as aggressiveness) could hinder African American girls’ academic potential.”
Black Girls and School Discipline: The Complexities of Being Overrepresented and Understudied (2019, background): “Behavior deemed disobedient, defiant, and detrimental follows a pattern of racial stereotypes about Black girls who are too loud (Fordham, 1993; Morris, 2007),”