Exploring the Impact of Internalized Negative Stereotypes on Black Women’s Identity Development, Mental Health, and Resilience

Magy Martin — 2025-05-27

Black women in the United States face unique psychological burdens shaped by internalized racialized gender stereotypes, particularly the “Strong Black Woman” and “Angry Black Woman” schemas. These narratives demand emotional suppression and hypervigilance, contributing to chronic stress and identity fragmentation. This study aimed to explore how young adult Black women experience, internalize, and resist these stereotypes in everyday life. A descriptive phenomenological design was used to capture the lived experiences of 15 self-identified Black women aged 18 to 35 from the Southeastern and Southwestern U.S. Semi-structured interviews were conducted, transcribed, and analyzed using a six-phase thematic analysis process supported by NVivo 15. Five core themes emerged: emotional self-censorship, institutional bias, cultural reclamation, psychological strain, and resistance through boundaries and community. A co-occurrence matrix revealed strong interconnections between stereotype internalization, emotional regulation, and identity redefinition. Participants reported both psychological distress and strategies for resilience, including therapy, peer support, and cultural affirmation. These findings underscore the clinical and institutional need for culturally responsive, identity-affirming interventions. This study contributes new insights into how Black women assert agency and redefine strength amid ongoing systemic pressures.

Assessing The Impact of Parental Involvement on Reading Comprehension Skills in Grade Three Learners

Razel Pacalioga — 2025-05-28

This study examined the relationship between oral reading fluency and the academic performance of Grade 3 learners in English. Using a descriptive-correlational research design, data were collected from 35 learners through a modified Early Grade Reading Assessment (EGRA) and a parent-completed demographic survey. Findings revealed that the majority of learners performed at varying levels across the oral reading fluency components, with phonemic awareness and letter sound knowledge showing the highest correlation to academic achievement. Statistical analysis indicated strong positive and significant relationships between each oral reading fluency sub-skill and learners’ English performance. The results underscore the importance of early intervention in foundational literacy skills to enhance reading comprehension and academic success. This study recommends strengthening school-based reading programs focusing on decoding, fluency, and comprehension strategies to support learners' academic development.

International Journal of Educational Studies

Exploring the Impact of Internalized Negative Stereotypes on Black Women’s Identity Development, Mental Health, and Resilience

Assessing The Impact of Parental Involvement on Reading Comprehension Skills in Grade Three Learners