Misha N Inniss-Thompson
Datos Biográficos
| ID | 915509 |
|---|---|
| NOMBRE | Misha N Inniss-Thompson |
| NOMBRES | Misha N |
| APELLIDO | Inniss-Thompson |
| FIRMA | INNISS-THOMPSON M N |
| AFILIACIONES | Cornell University |
| ORCID | 0000-0003-2219-2691 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 11 |
| TOTAL DE CITAS | 98 |
| TOTAL COMO AUTOR | 11 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2018 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 4 |
Are you there, God? It's me, gender bias in 100 years of coming‐of‐age novels
Coming-of-age novels are an important genre, often assigned in schools, that adolescents draw on as they develop their identity and future expectations. Mapping gender stereotypical patterns in coming-of-age novels is critical to understanding how gendered information may be learned during development. In 303 American coming-of-age novels, we used word embeddings to capture evidence of gender stereotypes in the attributes and occupations associat…
The Pressure to be Perfect
Although Black women's perfectionist tendencies may mirror other students’, they experience unique academic pressures and expectations due to the intersections of racism and sexism in education. We used stereotype management theory to contextualize the educational experiences of 36 high-achieving Black undergraduate women (18–24 years) attending predominantly white institutions. The women discussed how gendered racial stereotypes of Black women's…
Seeing Black Girls in Their Glory
Black girls are regularly exposed to physical, emotional, and psychological violence in schools. Spaces intentionally created for and by Black girls can offer them psychological safety, where they can feel comfortable being their authentic selves. In the current qualitative study, we explored Black adolescent girls' sense of psychological safety using individual, semi-structured interviews with 16 girls ( Mage = 17.36 years) who participated in B…
A Black feminist study of freedom, community care, and self-definition among Black college women attending predominantly White institutions
Creating Black Girl Space in St. Louis
Black girls face the challenge of developing a healthy sense of self because of racism and sexism in school settings. Building on extant literature, this study examines a sample of socioeconomically diverse Black girls' in predominately White, Black, and racially and ethnically diverse school settings. Data collection included focus groups with Black girls (N = 30, M age = 12.64 years). Inductive analytic techniques were used to identify themes b…
“What Serves You”
This qualitative study uses photovoice to illuminate 18 Black girls' (15 – 18 years old) descriptions and visualizations of mental health and wellness. Participants captured images of people, places, and symbols that represented being mentally healthy. Photos were used to elicit responses during semi-structured interviews. Data were analyzed using an iterative, flexible coding approach, which put the data in conversation with Black Girl Cartograp…
School Discrimination, Discipline Inequities, and Adjustment Among Black Adolescent Girls and Boys
Employing an intersectionality-informed approach, this investigation examines how school discrimination and disciplinary inequities shape Black adolescent boys' and girls' adjustment. One hundred and twenty-six adolescents (M = 11.88 years; SD = 1.02) residing in the Southeastern United States comprised the study sample. Results indicated that school discrimination was associated with greater depressive symptoms, lower academic persistence, and l…
Racial and gender discrimination by teachers
ObjectivesThe present study examines how race and gender-specific factors (i.e., racial centrality and gender role beliefs) serve as protective assets against the harmful impact of racial and gender discrimination on depressive symptomatology and suicidal ideation for Black girls.MethodOur sample included 232 Black girls ages 15-17 years old (Mage = 16.85) from a socioeconomically diverse community context.ResultsOur findings revealed that racial…
The Talk” Tells the Story
Black youth overwhelmingly experience racial discrimination (RD). Racial socialization (RS), or racial communication between families, mitigates RD stress by expanding youth coping strategies. Although most Black parents currently discuss racial content with their children, less is known about this RS quality. The burgeoning construct of RS competency, or the skills, confidence, and stress of RS transmission, explores these emotion-focused approa…
“My Teacher Doesn’t Like Me”
This study examined the impact of perceived teacher discrimination on the school discipline of African-American and Caribbean Black adolescent girls. The findings are drawn from a nationally representative sample of (n = 410) African-American and (n = 193) Caribbean Black adolescent girls age 13 to 17 (Mage = 15). Results indicate that perceiving discrimination from teachers was associated with higher school discipline (e.g., suspension, expulsio…
Excavating New Constructs for Family Stress Theories in the Context of Everyday Life Experiences of Black American Families
Much of what happens inside Black families involves spillover effects and consequences of macro‐level stressors. Racism is a major stressor that cascades through Black families' lives, with detrimental consequences for their everyday life experiences. To understand ways in which Black families successfully navigate social, environment, and cultural pressures and constraints, we sought to gain insight into these processes by conducting a systemati…
Excavating New Constructs for Family Stress Theories in the Context of Everyday Life Experiences of Black American Families
Much of what happens inside Black families involves spillover effects and consequences of macro‐level stressors. Racism is a major stressor that cascades through Black families' lives, with detrimental consequences for their everyday life experiences. To understand ways in which Black families successfully navigate social, environment, and cultural pressures and constraints, we sought to gain insight into these processes by conducting a systemati…
School Discrimination, Discipline Inequities, and Adjustment Among Black Adolescent Girls and Boys
Employing an intersectionality-informed approach, this investigation examines how school discrimination and disciplinary inequities shape Black adolescent boys' and girls' adjustment. One hundred and twenty-six adolescents (M = 11.88 years; SD = 1.02) residing in the Southeastern United States comprised the study sample. Results indicated that school discrimination was associated with greater depressive symptoms, lower academic persistence, and l…
The Talk” Tells the Story
Black youth overwhelmingly experience racial discrimination (RD). Racial socialization (RS), or racial communication between families, mitigates RD stress by expanding youth coping strategies. Although most Black parents currently discuss racial content with their children, less is known about this RS quality. The burgeoning construct of RS competency, or the skills, confidence, and stress of RS transmission, explores these emotion-focused approa…
Racial and gender discrimination by teachers
ObjectivesThe present study examines how race and gender-specific factors (i.e., racial centrality and gender role beliefs) serve as protective assets against the harmful impact of racial and gender discrimination on depressive symptomatology and suicidal ideation for Black girls.MethodOur sample included 232 Black girls ages 15-17 years old (Mage = 16.85) from a socioeconomically diverse community context.ResultsOur findings revealed that racial…
Creating Black Girl Space in St. Louis
Black girls face the challenge of developing a healthy sense of self because of racism and sexism in school settings. Building on extant literature, this study examines a sample of socioeconomically diverse Black girls' in predominately White, Black, and racially and ethnically diverse school settings. Data collection included focus groups with Black girls (N = 30, M age = 12.64 years). Inductive analytic techniques were used to identify themes b…
Seeing Black Girls in Their Glory
Black girls are regularly exposed to physical, emotional, and psychological violence in schools. Spaces intentionally created for and by Black girls can offer them psychological safety, where they can feel comfortable being their authentic selves. In the current qualitative study, we explored Black adolescent girls' sense of psychological safety using individual, semi-structured interviews with 16 girls ( Mage = 17.36 years) who participated in B…
A Black feminist study of freedom, community care, and self-definition among Black college women attending predominantly White institutions
The Pressure to be Perfect
Although Black women's perfectionist tendencies may mirror other students’, they experience unique academic pressures and expectations due to the intersections of racism and sexism in education. We used stereotype management theory to contextualize the educational experiences of 36 high-achieving Black undergraduate women (18–24 years) attending predominantly white institutions. The women discussed how gendered racial stereotypes of Black women's…
Excavating New Constructs for Family Stress Theories in the Context of Everyday Life Experiences of Black American Families
Much of what happens inside Black families involves spillover effects and consequences of macro‐level stressors. Racism is a major stressor that cascades through Black families' lives, with detrimental consequences for their everyday life experiences. To understand ways in which Black families successfully navigate social, environment, and cultural pressures and constraints, we sought to gain insight into these processes by conducting a systemati…
“My Teacher Doesn’t Like Me”
This study examined the impact of perceived teacher discrimination on the school discipline of African-American and Caribbean Black adolescent girls. The findings are drawn from a nationally representative sample of (n = 410) African-American and (n = 193) Caribbean Black adolescent girls age 13 to 17 (Mage = 15). Results indicate that perceiving discrimination from teachers was associated with higher school discipline (e.g., suspension, expulsio…
“What Serves You”
This qualitative study uses photovoice to illuminate 18 Black girls' (15 – 18 years old) descriptions and visualizations of mental health and wellness. Participants captured images of people, places, and symbols that represented being mentally healthy. Photos were used to elicit responses during semi-structured interviews. Data were analyzed using an iterative, flexible coding approach, which put the data in conversation with Black Girl Cartograp…
School Discrimination, Discipline Inequities, and Adjustment Among Black Adolescent Girls and Boys
Employing an intersectionality-informed approach, this investigation examines how school discrimination and disciplinary inequities shape Black adolescent boys' and girls' adjustment. One hundred and twenty-six adolescents (M = 11.88 years; SD = 1.02) residing in the Southeastern United States comprised the study sample. Results indicated that school discrimination was associated with greater depressive symptoms, lower academic persistence, and l…
Racial and gender discrimination by teachers
ObjectivesThe present study examines how race and gender-specific factors (i.e., racial centrality and gender role beliefs) serve as protective assets against the harmful impact of racial and gender discrimination on depressive symptomatology and suicidal ideation for Black girls.MethodOur sample included 232 Black girls ages 15-17 years old (Mage = 16.85) from a socioeconomically diverse community context.ResultsOur findings revealed that racial…
The Talk” Tells the Story
Black youth overwhelmingly experience racial discrimination (RD). Racial socialization (RS), or racial communication between families, mitigates RD stress by expanding youth coping strategies. Although most Black parents currently discuss racial content with their children, less is known about this RS quality. The burgeoning construct of RS competency, or the skills, confidence, and stress of RS transmission, explores these emotion-focused approa…
A Black feminist study of freedom, community care, and self-definition among Black college women attending predominantly White institutions
Creating Black Girl Space in St. Louis
Black girls face the challenge of developing a healthy sense of self because of racism and sexism in school settings. Building on extant literature, this study examines a sample of socioeconomically diverse Black girls' in predominately White, Black, and racially and ethnically diverse school settings. Data collection included focus groups with Black girls (N = 30, M age = 12.64 years). Inductive analytic techniques were used to identify themes b…
Seeing Black Girls in Their Glory
Black girls are regularly exposed to physical, emotional, and psychological violence in schools. Spaces intentionally created for and by Black girls can offer them psychological safety, where they can feel comfortable being their authentic selves. In the current qualitative study, we explored Black adolescent girls' sense of psychological safety using individual, semi-structured interviews with 16 girls ( Mage = 17.36 years) who participated in B…
Are you there, God? It's me, gender bias in 100 years of coming‐of‐age novels
Coming-of-age novels are an important genre, often assigned in schools, that adolescents draw on as they develop their identity and future expectations. Mapping gender stereotypical patterns in coming-of-age novels is critical to understanding how gendered information may be learned during development. In 303 American coming-of-age novels, we used word embeddings to capture evidence of gender stereotypes in the attributes and occupations associat…
The Pressure to be Perfect
Although Black women's perfectionist tendencies may mirror other students’, they experience unique academic pressures and expectations due to the intersections of racism and sexism in education. We used stereotype management theory to contextualize the educational experiences of 36 high-achieving Black undergraduate women (18–24 years) attending predominantly white institutions. The women discussed how gendered racial stereotypes of Black women's…
Psychology (11 obras) · Sociology (8 obras) · Gender Studies (7 obras) · Gender Studies (7 obras) · Developmental psychology (6 obras) · Racial and Ethnic Identity Research (6 obras) · Social Psychology (6 obras) · Social Psychology (6 obras) · Critical Race Theory in Education (5 obras) · Clinical Psychology (4 obras)