Jemimah Young
Biographic Data
| ID | 3887874 |
|---|---|
| NAME | Jemimah Young |
| GIVEN NAMES | Jemimah |
| FAMILY NAME | Young |
| SIGNATURE | YOUNG J |
| AFFILIATIONS | Texas A&M University |
| ORCID | 0000-0001-6598-9196 |
| VERIFIED | Yes |
| TOTAL WORKS | 32 |
| TOTAL CITATIONS | 47 |
| WORKS AS AUTHOR | 32 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Black feminism
The history of public education in the United States is one of violence, inequity, and deculturalization. What are critical theories such as Black feminism doing in a nice field like education? Attempting to eradicate the atrocities of educational brutality and genocide that have been historically afflicted on Black and Brown students through de facto educational practices. Excavating the collective perspectives of three Black women researchers, …
Still Searching for a Match
As Urban Education marks its 60th anniversary, this commentary revisits ethnic matching between students and teachers as a critical equity strategy rooted in the post- Brown v. Board of Education era. The concept of ethnic matching emerged in response to the displacement of Black educators during desegregation and remains vital for cultural congruence and academic belonging. Drawing on Easton-Brooks and others, we examine key theories, evidence, …
The Relationship Between Black Girls' Perceptions of Their STEM Teachers and Their STEM Identity
Historically, higher education institutions have created and maintained barriers that prevent people of color, particularly Black women and girls, from pursuing careers in Science, Technology, Engineering, and Mathematics (STEM) fields. Researchers suggest fostering positive attitudes towards STEM subjects among Black girls to address these systemic barriers. Dually marginalized Black women and girls face unique challenges along the STEM educatio…
A scoping review of QuantCrit research
Purpose This scoping review aims to investigate the current utilization of a QuantCrit approach within educational research. Design/methodology/approach The research follows the methodological framework proposed by Arksey and O’Malley (2005), employing comprehensive search criteria across various databases to select 24 relevant studies for analysis. Findings The analysis of the selected studies underscores the focus of QuantCrit in education, pri…
Utilizing the Urban Education Typology
In the seminal work “But What Is Urban Education?” from 2012, Richard Milner proffered a typology to better represent urban spaces as conceptions of urbanization's evolution. The typology consists of three descriptors, to which each highlights the manner in which population density influences the availability of resources to support culturally diverse learners: urban intensive (large spatially dense cities), urban emergent (large suburbs and mid-…
Science Achievement Trends of Black Girls on the Trial Urban Naep
Promotion of African American Women Scholars After Tenure
This editorial discusses the systemic challenges African American women scholars face in academia, particularly post-tenure. Despite their significant contributions, these scholars remain underrepresented in senior academic leadership due to intersecting racial and gender biases. The editorial highlights barriers such as implicit bias, disproportionate service responsibilities, and limited mentorship opportunities that impede their advancement. I…
School quality matters
Early reading achievement is essential for all children’s development and future success. However, U.S. schools continue to under prepare Black children in early literacy, as evidenced by disparate outcomes observed for this population of learners. The under preparation of Black students is problematic, given the strong negative correlation between early reading proficiency and high school graduation. Preschool learning opportunities are a means …
Tracking the Effects
The relationship between academic tracking and exclusionary discipline actions has only been studied in a limited number of empirical studies. By placing students at the lower strata, schools deprive them of the educational opportunities, widening the educational opportunity gap in a process we define as “opportunity stratification.” Using a quantitative analysis of data from the Educational Longitudinal Study, we found students in low-track, non…
Resituating Ruiz’s orientations in language planning
This study utilizes quantitative content analysis (QCA) and deductive qualitative approach (DQA) grounded in Ruiz's orientations of language planning to understand the landscape of bilingual educational research. This QCA included targeted counts from bilingual journal articles (n = 102) covering methodology, participants, region, and bilingual program. DQA used coding methods to infer whether programs maintained a positive or negative iteration …
Talking Back
This study employed bibliometric analysis to analyze the research on critical race theory (CRT) in education. We employed four approaches: citation analysis, document co-citation analysis, social network analysis, and keyword co-occurrence to examine the scientific structure of CRT research in education based on 1,464 documents and 55,493 cited references. Using VOSviewer, we identified four distinct clusters of CRT research that characterize the…
Before We Let Go
Disparate educational outcomes persist for culturally and linguistically diverse learners despite numerous efforts to encourage pre-service and in-service teachers to adopt culturally relevant education. The operationalization of culturally relevant education, however, remains relatively unexplored as an explanation for teacher resistance. Culturally Responsive Teaching (CRT) and Culturally Relevant Pedagogy (CRP) are among the most empirically a…
(Re)Claiming our Crowns
Black women’s hair has long been a pillar of Black culture and community. However, hairstyles worn by Black women and girls are vilified by society and forced to conform to white, hegemonic standards of beauty. This has translated directly into educational spaces where Black girls experience heavy policing by school and district-wide policies that negatively impact their views of themselves and their hair. The push for, and subsequent stall of, t…
We Matter Too
The present article problematizes faculty relationships within academic departments by applying critical race theory (counterstorytelling) to generate equity cases promoting racial healing. These equity cases illustrate the utility of an emergent typology, the equity paradox. More specifically, the equity paradox describes the web of reprisals endured by faculty of color who advocate for the authentic actualization of university-sponsored diversi…
Is the employment of school resource officers in high schools associated with Black girls’ discipline outcomes
In recent years, the media has highlighted the disrespectful and sometimes violent manner in which SROs respond to Black girls’ behaviors. Few studies question how SROs in schools might influence traditional school discipline outcomes such as suspensions for a double minoritized group (race and gender) such as Black girls. Leaning on the Black feminist framework of Intersectionality and QuantCrit and using the most recent data from the Office of …
Employing the Urban Education Typology Through a Critical Race Spatial Analysis
The Time is Now
We are in a time and place where the lives of Black women and girls have to do more than "matter" in education; they must be researched, understood, and enhanced through transformative educational praxis. The Journal of African American Women and Girls in Education (JAAWGE) issued a call for papers for its inaugural issue that sought to elucidate Black women and girls' educational experiences across a variety of disciplines, contexts, and geograp…
Chapter 3
Background/Context Critical consciousness (CC) is an awareness and reflection of inequities, political efficacy, and agency in response to injustice. Similarly, sociopolitical development (SPD) is the process of developing a critical understanding, skill set, and emotional depth to enact individual agency against oppressive forces. Of the latter, SPD is vital in empowering youth from traditionally marginalized communities to challenge inequities.…
The Equity Paradox Typology
This inquiry unearths the stratified nature of racial harm in higher education by applying counterstorytelling to fashion an equity case study on racial harm. Racial harm consists of four conditions (hyper-cognition, hyper-isolation, hyper-distress, and hyper-reactivity) brought on by persistent exposure to racial discrimination embedded subtlety within academic departments as a series of racialized conflicts (diversity & curriculum clashes, and …
Justice-Oriented Teaching Dispositions in Urban Education
The effects of professional teacher dispositions on student development have been widely documented. Yet there is limited discussion of the impact of socially just dispositions. The present study critically examines the relationship between justice-oriented mind-sets in preservice teachers and their perceptions of teaching in urban schools. Using critical interpretive case study, we analyze a series of journal reflections from a diverse group of …
Cutting School
A Conceptualization Framework of Allyship
Allyship is a complicated idea laden with multiple, layered assumptions. One should not presume that allyship conceptually permeates all social justice movements. One should not presume that allyships develop to combat or dismantle a predefined socially constructed ism. A critical interrogation of allyship and allyship constructions necessitates recognition of broader, universal tenets of allyships anywhere. This must go further to embrace the nu…
Evaluating Multicultural Education Courses
As multicultural education continues to evolve, better assessments are necessary to provide a holistic measure of the effectiveness of multicultural education in the academy. Unfortunately, as multicultural scholars champion the cause for social justice, equity, and access for school children they remain vulnerable to negative promotion and tenure determinations due to misaligned measures of teaching effectiveness in the academy. In this article,…
The Black male teacher
The purpose of this study was to characterize the last decade of Black male teacher empirical research. The present study aimed to elucidate the most salient themes, commonalities, and departures in the literature on Black male educators. A quantitative content analysis was performed to systematically characterize the research trends present in this line of inquiry. The data were collected using an inductively generated coding scheme. A sample of…
Black Girls and Women in K-12 Educational Settings
Cutting School
Justice-Oriented Teaching Dispositions in Urban Education
The effects of professional teacher dispositions on student development have been widely documented. Yet there is limited discussion of the impact of socially just dispositions. The present study critically examines the relationship between justice-oriented mind-sets in preservice teachers and their perceptions of teaching in urban schools. Using critical interpretive case study, we analyze a series of journal reflections from a diverse group of …
Employing the Urban Education Typology Through a Critical Race Spatial Analysis
The Black male teacher
The purpose of this study was to characterize the last decade of Black male teacher empirical research. The present study aimed to elucidate the most salient themes, commonalities, and departures in the literature on Black male educators. A quantitative content analysis was performed to systematically characterize the research trends present in this line of inquiry. The data were collected using an inductively generated coding scheme. A sample of…
Black Girls and Women in K-12 Educational Settings
Present but Unaccounted For
The purpose of this article was to problematize the recruitment, preparation, and retention of Black women teachers in an effort to promote awareness, research, and action. Black women teachers impact the educative and socioemotional needs of all students. However, this impact is most noticeable when Black women serve large populations of Black students. Yet, Black women represent a population of teachers who remain consistently underrepresented …
Is the employment of school resource officers in high schools associated with Black girls’ discipline outcomes
In recent years, the media has highlighted the disrespectful and sometimes violent manner in which SROs respond to Black girls’ behaviors. Few studies question how SROs in schools might influence traditional school discipline outcomes such as suspensions for a double minoritized group (race and gender) such as Black girls. Leaning on the Black feminist framework of Intersectionality and QuantCrit and using the most recent data from the Office of …
Utilizing the Urban Education Typology
In the seminal work “But What Is Urban Education?” from 2012, Richard Milner proffered a typology to better represent urban spaces as conceptions of urbanization's evolution. The typology consists of three descriptors, to which each highlights the manner in which population density influences the availability of resources to support culturally diverse learners: urban intensive (large spatially dense cities), urban emergent (large suburbs and mid-…
Resituating Ruiz’s orientations in language planning
This study utilizes quantitative content analysis (QCA) and deductive qualitative approach (DQA) grounded in Ruiz's orientations of language planning to understand the landscape of bilingual educational research. This QCA included targeted counts from bilingual journal articles (n = 102) covering methodology, participants, region, and bilingual program. DQA used coding methods to infer whether programs maintained a positive or negative iteration …
Never again left in prison cells
This sociohistorical analysis situates Black girls experiences in alternative schools as a fight for citizenship. In this era of what we call antiblack girlhoods we describe how Black girls are redefining citizenship, humanness, and freedom in schooling spaces where they have been ascribed an illegal status. We assert that schools operate as political economies that serve to oppress and marginalise Black girls who are placed in alternative school…
Macroaggressions and Civil Discourse
Research Article| April 01 2018 Macroaggressions and Civil Discourse Donna M. Druery; Donna M. Druery Texas A&M University Donna M. Druery is a PhD student at Texas A&M University, College Station, Texas. Search for other works by this author on: This Site Google Jemimah L. Young; Jemimah L. Young University of North Texas Jemimah L. Young, PhD, is a black female assistant professor at the University of North Texas. Her research includes the achi…
Gazing Past the Gaps
Technological Pedagogical Content Knowledge (TPACK) Literature Using Confidence Intervals
Macroaggressions and Civil Discourse
Research Article| April 01 2018 Macroaggressions and Civil Discourse Donna M. Druery; Donna M. Druery Texas A&M University Donna M. Druery is a PhD student at Texas A&M University, College Station, Texas. Search for other works by this author on: This Site Google Jemimah L. Young; Jemimah L. Young University of North Texas Jemimah L. Young, PhD, is a black female assistant professor at the University of North Texas. Her research includes the achi…
Killing My Spirit, Renewing My Soul
Research Article| April 01 2018 Killing My Spirit, Renewing My Soul: Black Female Professors' Critical Reflections on Spirit Killings While Teaching Jemimah L. Young; Jemimah L. Young University of North Texas Jemimah L. Young, PhD, is a black female assistant professor at the University of North Texas. Her research includes the achievement and experiences of black women and girls. Search for other works by this author on: This Site Google Doroth…
Deconstructing teacher quality in urban early childhood education
Purpose The purpose of this paper is to deconstruct the extant scholarship on quality in early childhood education and to emphasize the importance of extending the literature to explore the potential influence that a teachers’ educational background may have on kindergarten readiness for African American children in urban early learning settings. Design/methodology/approach Research has identified high-quality early education as a significant con…
Gazing Past the Gaps
Evaluating Multicultural Education Courses
As multicultural education continues to evolve, better assessments are necessary to provide a holistic measure of the effectiveness of multicultural education in the academy. Unfortunately, as multicultural scholars champion the cause for social justice, equity, and access for school children they remain vulnerable to negative promotion and tenure determinations due to misaligned measures of teaching effectiveness in the academy. In this article,…
The Black male teacher
The purpose of this study was to characterize the last decade of Black male teacher empirical research. The present study aimed to elucidate the most salient themes, commonalities, and departures in the literature on Black male educators. A quantitative content analysis was performed to systematically characterize the research trends present in this line of inquiry. The data were collected using an inductively generated coding scheme. A sample of…
Black Girls and Women in K-12 Educational Settings
Never again left in prison cells
This sociohistorical analysis situates Black girls experiences in alternative schools as a fight for citizenship. In this era of what we call antiblack girlhoods we describe how Black girls are redefining citizenship, humanness, and freedom in schooling spaces where they have been ascribed an illegal status. We assert that schools operate as political economies that serve to oppress and marginalise Black girls who are placed in alternative school…
Present but Unaccounted For
The purpose of this article was to problematize the recruitment, preparation, and retention of Black women teachers in an effort to promote awareness, research, and action. Black women teachers impact the educative and socioemotional needs of all students. However, this impact is most noticeable when Black women serve large populations of Black students. Yet, Black women represent a population of teachers who remain consistently underrepresented …
The Time is Now
We are in a time and place where the lives of Black women and girls have to do more than "matter" in education; they must be researched, understood, and enhanced through transformative educational praxis. The Journal of African American Women and Girls in Education (JAAWGE) issued a call for papers for its inaugural issue that sought to elucidate Black women and girls' educational experiences across a variety of disciplines, contexts, and geograp…
Chapter 3
Background/Context Critical consciousness (CC) is an awareness and reflection of inequities, political efficacy, and agency in response to injustice. Similarly, sociopolitical development (SPD) is the process of developing a critical understanding, skill set, and emotional depth to enact individual agency against oppressive forces. Of the latter, SPD is vital in empowering youth from traditionally marginalized communities to challenge inequities.…
The Equity Paradox Typology
This inquiry unearths the stratified nature of racial harm in higher education by applying counterstorytelling to fashion an equity case study on racial harm. Racial harm consists of four conditions (hyper-cognition, hyper-isolation, hyper-distress, and hyper-reactivity) brought on by persistent exposure to racial discrimination embedded subtlety within academic departments as a series of racialized conflicts (diversity & curriculum clashes, and …
Justice-Oriented Teaching Dispositions in Urban Education
The effects of professional teacher dispositions on student development have been widely documented. Yet there is limited discussion of the impact of socially just dispositions. The present study critically examines the relationship between justice-oriented mind-sets in preservice teachers and their perceptions of teaching in urban schools. Using critical interpretive case study, we analyze a series of journal reflections from a diverse group of …
Cutting School
A Conceptualization Framework of Allyship
Allyship is a complicated idea laden with multiple, layered assumptions. One should not presume that allyship conceptually permeates all social justice movements. One should not presume that allyships develop to combat or dismantle a predefined socially constructed ism. A critical interrogation of allyship and allyship constructions necessitates recognition of broader, universal tenets of allyships anywhere. This must go further to embrace the nu…
(Re)Claiming our Crowns
Black women’s hair has long been a pillar of Black culture and community. However, hairstyles worn by Black women and girls are vilified by society and forced to conform to white, hegemonic standards of beauty. This has translated directly into educational spaces where Black girls experience heavy policing by school and district-wide policies that negatively impact their views of themselves and their hair. The push for, and subsequent stall of, t…
We Matter Too
The present article problematizes faculty relationships within academic departments by applying critical race theory (counterstorytelling) to generate equity cases promoting racial healing. These equity cases illustrate the utility of an emergent typology, the equity paradox. More specifically, the equity paradox describes the web of reprisals endured by faculty of color who advocate for the authentic actualization of university-sponsored diversi…
Is the employment of school resource officers in high schools associated with Black girls’ discipline outcomes
In recent years, the media has highlighted the disrespectful and sometimes violent manner in which SROs respond to Black girls’ behaviors. Few studies question how SROs in schools might influence traditional school discipline outcomes such as suspensions for a double minoritized group (race and gender) such as Black girls. Leaning on the Black feminist framework of Intersectionality and QuantCrit and using the most recent data from the Office of …
Employing the Urban Education Typology Through a Critical Race Spatial Analysis
Talking Back
This study employed bibliometric analysis to analyze the research on critical race theory (CRT) in education. We employed four approaches: citation analysis, document co-citation analysis, social network analysis, and keyword co-occurrence to examine the scientific structure of CRT research in education based on 1,464 documents and 55,493 cited references. Using VOSviewer, we identified four distinct clusters of CRT research that characterize the…
Before We Let Go
Disparate educational outcomes persist for culturally and linguistically diverse learners despite numerous efforts to encourage pre-service and in-service teachers to adopt culturally relevant education. The operationalization of culturally relevant education, however, remains relatively unexplored as an explanation for teacher resistance. Culturally Responsive Teaching (CRT) and Culturally Relevant Pedagogy (CRP) are among the most empirically a…
Promotion of African American Women Scholars After Tenure
This editorial discusses the systemic challenges African American women scholars face in academia, particularly post-tenure. Despite their significant contributions, these scholars remain underrepresented in senior academic leadership due to intersecting racial and gender biases. The editorial highlights barriers such as implicit bias, disproportionate service responsibilities, and limited mentorship opportunities that impede their advancement. I…
School quality matters
Early reading achievement is essential for all children’s development and future success. However, U.S. schools continue to under prepare Black children in early literacy, as evidenced by disparate outcomes observed for this population of learners. The under preparation of Black students is problematic, given the strong negative correlation between early reading proficiency and high school graduation. Preschool learning opportunities are a means …
Tracking the Effects
The relationship between academic tracking and exclusionary discipline actions has only been studied in a limited number of empirical studies. By placing students at the lower strata, schools deprive them of the educational opportunities, widening the educational opportunity gap in a process we define as “opportunity stratification.” Using a quantitative analysis of data from the Educational Longitudinal Study, we found students in low-track, non…
Sociology (25 works) · Psychology (22 works) · Political science (18 works) · Pedagogy (16 works) · Critical Race Theory in Education (13 works) · Gender Studies (11 works) · Social science (11 works) · Mathematics education (10 works) · Teacher Education and Leadership Studies (7 works) · Computer Science (6 works)