Charlotte E Jacobs
Biographic Data
| ID | 2962043 |
|---|---|
| NAME | Charlotte E Jacobs |
| GIVEN NAMES | Charlotte E |
| FAMILY NAME | Jacobs |
| SIGNATURE | JACOBS C E |
| AFFILIATIONS | University of Pennsylvania |
| ORCID | 0000-0002-7494-0500 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 35 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Truth Telling and Imagining
Founded in 2011, Girls Justice League is a girl-led gender justice non-profit organization based in Philadelphia, Pennsylvania, United States. Inspired by bell hooks's approach of truth telling through dialogue, we reflect on a conversation in which six individuals representing current Girls Justice League youth leaders and adult allies offer viewpoints on this organization as a homeplace of meaning making. The conversation explores our past and …
Justice-Centered Reflective Practice in Teacher Education
This paper introduces justice-centered reflective practice, an approach that emerged out of our practitioner research in the Independent School Teaching Residency program. This ongoing and imperfect praxis is simultaneously a stance, a lens, a pedagogy, an orientation, and a way of understanding and mobilizing our individual and collective identities as teacher educators. Mediated by joy, imagination, vulnerability, and uncertainty, six foundatio…
White Parent and Caregiver Perceptions of, and Resistance to, Equity and Anti-Racism Work in an Independent School
Background: Between early 2020 and today, our society has experienced a distressing global pandemic, horrifying brutalities committed against BIPOC individuals and communities, uprisings for racial justice, and a violent attack on our nation’s capital. While these events and phenomena have been challenging and traumatic, they have also inspired calls for equity-focused action within and beyond schools. Purpose: Many schools have intensified their…
Mapping the Boundaries of Racetalk
Background/Context: An increasing body of literature reveals how systems of racism, sexism, and classism intersect to marginalize Black girls in contexts of schooling. Few studies have explored this topic from the perspectives of Black girls in all-girls independent schools pursuing antiracist school reform. Purpose/Objective/Research Question/Focus of Study: This study examined the experiences of Black girls in all-girls independent schools to u…
When you say diversity, do you mean Black students? Navigating challenges of racial inclusion in elite schools
Many elite schools proclaim a commitment to racial and other aspects of student diversity and inclusion. Pursuing this commitment is highly complex and contentious given the traditions of exclusion elite schools are founded upon. This paper examines some of these contentions drawing on research conducted at Cherry Tree Academy, an elite pre-K-12 school situated in the USA. Interviews and observations with faculty and students revealed contentions…
Safe rebellious places
Drawing on qualitative research with adolescent youth of color, this paper imagines the power and potential of informal youth-driven spaces in schools as sites of emotional safety and rebellion. Calling upon Hochshild’s (1979) conceptualization of the social regulation of emotions, we examine the racialized and gendered feeling rules that govern the social worlds of adolescents of color, particularly within educational institutions. Additionally,…
Identity in Formation
Towards a Model of Positive Youth Development Specific to Girls of Color
"Developing the "Oppositional Gaze
Charlotte E. Jacobs, Developing the “Oppositional Gaze”: Using Critical Media Pedagogy and Black Feminist Thought to Promote Black Girls’ Identity Development, The Journal of Negro Education, Vol. 85, No. 3, Why We Can’t Wait: (Re)Examining the Opportunities and Challenges for Black Women and Girls in Education (Summer 2016), pp. 225-238
Book/Media Reviews
Charlotte E. Jacobs, BOOK/MEDIA REVIEWS, The Journal of Negro Education, Vol. 82, No. 3, The Race Against Time: Preparing Black Students for the Changing Landscape of Higher Education (Guest Editors: Bryant T. Marks and Karl W. Reid) (Summer 2013), pp. 349-350
Towards a Model of Positive Youth Development Specific to Girls of Color
"Developing the "Oppositional Gaze
Charlotte E. Jacobs, Developing the “Oppositional Gaze”: Using Critical Media Pedagogy and Black Feminist Thought to Promote Black Girls’ Identity Development, The Journal of Negro Education, Vol. 85, No. 3, Why We Can’t Wait: (Re)Examining the Opportunities and Challenges for Black Women and Girls in Education (Summer 2016), pp. 225-238
Safe rebellious places
Drawing on qualitative research with adolescent youth of color, this paper imagines the power and potential of informal youth-driven spaces in schools as sites of emotional safety and rebellion. Calling upon Hochshild’s (1979) conceptualization of the social regulation of emotions, we examine the racialized and gendered feeling rules that govern the social worlds of adolescents of color, particularly within educational institutions. Additionally,…
When you say diversity, do you mean Black students? Navigating challenges of racial inclusion in elite schools
Many elite schools proclaim a commitment to racial and other aspects of student diversity and inclusion. Pursuing this commitment is highly complex and contentious given the traditions of exclusion elite schools are founded upon. This paper examines some of these contentions drawing on research conducted at Cherry Tree Academy, an elite pre-K-12 school situated in the USA. Interviews and observations with faculty and students revealed contentions…
Book/Media Reviews
Charlotte E. Jacobs, BOOK/MEDIA REVIEWS, The Journal of Negro Education, Vol. 82, No. 3, The Race Against Time: Preparing Black Students for the Changing Landscape of Higher Education (Guest Editors: Bryant T. Marks and Karl W. Reid) (Summer 2013), pp. 349-350
Towards a Model of Positive Youth Development Specific to Girls of Color
"Developing the "Oppositional Gaze
Charlotte E. Jacobs, Developing the “Oppositional Gaze”: Using Critical Media Pedagogy and Black Feminist Thought to Promote Black Girls’ Identity Development, The Journal of Negro Education, Vol. 85, No. 3, Why We Can’t Wait: (Re)Examining the Opportunities and Challenges for Black Women and Girls in Education (Summer 2016), pp. 225-238
Identity in Formation
When you say diversity, do you mean Black students? Navigating challenges of racial inclusion in elite schools
Many elite schools proclaim a commitment to racial and other aspects of student diversity and inclusion. Pursuing this commitment is highly complex and contentious given the traditions of exclusion elite schools are founded upon. This paper examines some of these contentions drawing on research conducted at Cherry Tree Academy, an elite pre-K-12 school situated in the USA. Interviews and observations with faculty and students revealed contentions…
Safe rebellious places
Drawing on qualitative research with adolescent youth of color, this paper imagines the power and potential of informal youth-driven spaces in schools as sites of emotional safety and rebellion. Calling upon Hochshild’s (1979) conceptualization of the social regulation of emotions, we examine the racialized and gendered feeling rules that govern the social worlds of adolescents of color, particularly within educational institutions. Additionally,…
White Parent and Caregiver Perceptions of, and Resistance to, Equity and Anti-Racism Work in an Independent School
Background: Between early 2020 and today, our society has experienced a distressing global pandemic, horrifying brutalities committed against BIPOC individuals and communities, uprisings for racial justice, and a violent attack on our nation’s capital. While these events and phenomena have been challenging and traumatic, they have also inspired calls for equity-focused action within and beyond schools. Purpose: Many schools have intensified their…
Mapping the Boundaries of Racetalk
Background/Context: An increasing body of literature reveals how systems of racism, sexism, and classism intersect to marginalize Black girls in contexts of schooling. Few studies have explored this topic from the perspectives of Black girls in all-girls independent schools pursuing antiracist school reform. Purpose/Objective/Research Question/Focus of Study: This study examined the experiences of Black girls in all-girls independent schools to u…
Justice-Centered Reflective Practice in Teacher Education
This paper introduces justice-centered reflective practice, an approach that emerged out of our practitioner research in the Independent School Teaching Residency program. This ongoing and imperfect praxis is simultaneously a stance, a lens, a pedagogy, an orientation, and a way of understanding and mobilizing our individual and collective identities as teacher educators. Mediated by joy, imagination, vulnerability, and uncertainty, six foundatio…
Truth Telling and Imagining
Founded in 2011, Girls Justice League is a girl-led gender justice non-profit organization based in Philadelphia, Pennsylvania, United States. Inspired by bell hooks's approach of truth telling through dialogue, we reflect on a conversation in which six individuals representing current Girls Justice League youth leaders and adult allies offer viewpoints on this organization as a homeplace of meaning making. The conversation explores our past and …
Sociology (9 works) · Psychology (7 works) · Gender Studies (6 works) · Critical Race Theory in Education (5 works) · Pedagogy (4 works) · Social Psychology (4 works) · Early Childhood Education and Development (3 works) · Economic Justice (3 works) · Gender Studies (3 works) · Political science (3 works)