Still Waiting to Exhale: An Intergenerational Narrative Analysis of Black Mothers and Daughters DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Jamila D. Smith, B.A., MFA College of Education and Human Ecology The Ohio State University 2012 Dissertation Committee: Professor Elaine Richardson, Advisor Professor Adrienne D. Dixson Professor Carmen Kynard Professor Wendy Smooth Professor Cynthia Tyson Copyright by Jamila D. Smith 2012 Abstract This dissertation consists of a nine month, three-state ethnographic study on the intersectional effects of race, age, gender, and place in the lives of fourteen Black mothers and daughters, ages 15-65, who attempt to analyze and critique the multiple and competing notions of Black womanhood as “at risk” and “in crisis.” Epistemologically, the research is grounded in Black women’s narrative and literacy practices, and fills a gap in the existing literature on Black girlhood and Black women’s lived experiences through attention to the development of mother/daughter relationships, generational narratives, societal discourse, and othermothering. I argue that an in-depth analysis and critique of the dominant “at risk” and “in crisis” discourse is necessary to understand the conversations that are and are not taking place between Black mothers and daughters about race, gender, age, and place; that it is important to understand the ways in which Black girls respond to media portrayals and stereotypes; and that it is imperative that we closely examine the existing narratives at play in the everyday lives of intergenerational Black girls and women in Black communities. Through a multi-genred methodology of portraiture and playwriting, Black women and girls are not only calling for their stories to be told, but for them to be told in ways that are representative of the vast dynamics at play in our intersectional lives. ii Dedication This document is dedicated to the Black mothers and daughters of T-town, Capital City, and Sunnyside. Thank you for sharing your lives. And to Connie, who welcomed my focus group into her home, and died one month later. Thank you for seeing such great purpose in this work. iii Acknowledgments I am a firm believer in the African proverb, ‘I am because we are; and because we are, therefore I am.’ In my many villages of life, numerous people have helped bring me to this place in my career. There is not enough space to individually name and thank each person, so I will only highlight a few, but know that I am eternally grateful for each of you. To the Black mothers and daughters of T-town, Sunnyside, and Capital City—we did it! From the moment I discussed the scope of this project, you have been nothing but supportive. Your willingness to form and build relationships with one another amidst often uncomfortable topics of discussion resulted in a project I’m honored to be a part of. Along the way, we’ve laughed, cried, rolled our eyes, sucked our teeth, laughed some more, hugged a little tighter, and smiled a bit wider. Thank you for entrusting me with your narratives. I have the great fortune of being supported by a phenomenal dissertation committee. To Dr. E., my academic mama, thank you for being a constant source of inspiration, guidance, perseverance, friendship, and support. You have nurtured me through all phases of this doctoral process, and I would certainly be lost without your steadfast presence in my life. You are an amazing example of the power of shared narrative, and my work is enriched from witnessing the uncompromising ways you iv engage Black women’s lived experiences, never afraid to share your own. Thank you for reminding me of the necessity of this research. You have deepened my thinking and my life. Sisterhood is indeed powerful. Dr. Dixson, you have been an invaluable resource and mentor throughout this aspect of my academic career. You’ve constantly challenged me to expand my methodological and epistemological thinking for the co-construction of data with Black mothers and daughters. From sending articles pertaining to my research and allowing me to extensively borrow from your personal library, to encouraging me to consistently seek and re-evaluate the larger purpose of my work, you embody the essence of “lift as you climb.” I hope to develop such positive and powerful connections with my own students. Dr. Tyson, thank you for helping me transition into the Adolescent, Post- Secondary, and Community Literacies program. Your genuine concern for my scholarship and well-being helped me stay the course. Your confidence in my ability to flourish as a scholar and graduate teaching associate ignited my passion for the professoriate. For that and much more, I will always be grateful. Dr. Kynard, from the first time I heard your work at the Conference on College Composition and Communication, I knew your development of multiple literacies would be necessary for my study. Through various methodological approaches to narrative inquiry, you’ve encouraged me to use my background in creative writing to position narrative in a way that honors the lived experiences of Black girls and women. Thank you for your unwavering support in all my endeavors and for your deep commitment to my work. v Dr. Smooth, I sincerely appreciate the time you’ve spent helping me think through conceptual frameworks when this research seemed overwhelming. Your ability to theorize numerous aspects of Black feminisms allowed me to reflect on the multiple ways Black girls and women employ feminist standpoints in their intergenerational and intersectional lives. I am fortunate to have your expertise during this final stage of my doctoral study. Friends and family have been extremely helpful and necessary throughout this process. Bonnie Williams, our collaborations at academic conferences helped me think through the bulk of this research. Thanks for all your suggestions and putting up with my random outbursts of ideas. Cory Brown, thank you for being my accountability partner. Uncle Danny, thank you for the trips to T-town and constant words of encouragement. Alan and Katrina, thank you for extending your home for a month so I could write. Jimson, thank you for all the phone calls about nothing in particular. I needed those breaks. To my little loves, Alana, Nya, and Noah, thank you for reminding me to be fearless, grateful, and question everything. To my grandmothers, thank you for instilling my drive for higher education. Auntie Charlie, thank you for entrusting me with the narratives of our family. Your spirit is present in these pages. Finally, to the biggest supporters of everything I have ever dared to accomplish, I am overwhelmed with gratitude. Ma and Dad, you have sacrificed so much for my dreams, asking nothing in return but my best. I hope I’ve made you proud. Ma, thank you for all the prayers, cards, and words of inspiration. I’m so grateful that you were a part of this project; we’ve grown so much closer. Dad, not many fathers take such genuine interest in their child’s education. Thank you for constantly challenging me to think vi deeper and reflect on each part of the process. Thank you both for loving me unconditionally. vii Vita 2003………………………………………B.A. English, Xavier University of Louisiana 2004………………………………………City Year Philadelphia Corps Member 2006……………………………………....MFA Creative Writing, Children’s and Adolescent Literature, Outstanding Master’s Theses Award, Chatham University 2010………………………………………Rudine Sims Bishop Scholarship in Children’s Literature, The Ohio State University 2011……………………………………...Recipient, Coca-Cola Critical Difference for Women, Fellowship, The Ohio State University 2008-present……………………………..Graduate Teaching Associate, The Ohio State University Publications Dixson, A.D. & Smith, J.D. (2010). ‘Jump at da sun’: Black feminist influences on social justice pedagogy. In T.K. Chapman & N. Hobbel (Eds). Social justice pedagogy across the curriculum: The practice of freedom. New York: Routledge. Fields of Study Major Field: Education Area of Study: School of Teaching and Learning Adolescent, Post-Secondary, and Community Literacies viii Table of Contents Abstract……………………………………………………………………………………ii Dedication………………………………………………………………………………...iii Acknowledgments………………………………………………………………………..iv Vita……………………………………………………………………………………...viii Introduction………………………………………………………………………………..1 Statement of Problem……………………………………………………………...4 Significance and Relevance of Project…………………………………………..10 Theoretical Orientation…………………………………………………………..11 Discussion of Methodology……………………………………………………...21 Chapter One: Theoretical and Methodological Connections Act One:Exposition………………………………………………………………28 Black Feminisms: The Ground on which I Stand………………………………..35 Where I Enter…………………………………………………………………….47 Discussion of Data Collection…………………………………………………...48 Discussion of Data Analysis……………………………………………………..55 Research Questions………………………………………………………………58 ix Cast and Setting………………………………………………………………………….59 Chapter Two: Complication Act II Scene I: How does it feel to be problem?...................................................68 Scene II: Behind the Shadows…………………………………………………...75 Intermission: Data Analysis……………………………………………………...78 Scene III: Same game, different name………………………………………….105 Intermission II: Data Analysis………………………………………………….111 Scene IV: The Breakthrough…………………………………………………...130 Scene V: Injustice Repackaged is Still Injustice……………………………….134 Scene VI: On Community: