New research examines the experiences of Black girls in Richmond

By Tiffany Murray-Robertson
L. Douglas Wilder School of Government and Public Affairs

"My favorite thing about myself is everything."

The statement came from a 17-year-old Richmond girl who participated in a new study examining the lived experiences of Black girls in Virginia's capital city. For Nakeina E. Douglas-Glenn, Ph.D., a professor and director of the Research Institute for Social Equity at Virginia Commonwealth University's L. Douglas Wilder School of Government and Public Affairs, it also captures the spirit of the project.

"Too often, conversations about Black girls begin with challenges and deficits," Douglas-Glenn said. "We wanted to create space for Black girls to tell their own stories and help us understand the strengths, assets and support systems that shape their lives."

Developed through a partnership between RISE and Girls For A Change, a youth-development nonprofit serving Black girls in Central Virginia, the State of Black Girls report offers a comprehensive examination of Black girlhood in Richmond. The project draws on more than two years of research and engagement with Black girls, emerging adult women, parents and community members.

"Girls For A Change has always believed that Black girls are experts in their own lives," said Angela Patton, founder and CEO of Girls For A Change. "What made this partnership so meaningful was a shared commitment to centering Black girls rather than studying them from a distance."

That commitment shaped not only the findings, but the research itself. Rather than focusing primarily on challenges or disparities, the report adopted an asset-based framework designed to better understand the strengths, resources and community assets Black girls draw upon as they navigate daily life. Black girls also played an active role in the project through a Youth Advisory Action Board, helping inform survey design, recruitment efforts and the questions researchers ultimately explored.

Yali Pang, Ph.D., senior research associate at the Research Institute for Social Equity in the Wilder School and co-principal investigator on the project, said the research team intentionally designed the study to center Black girls' perspectives throughout the process.

"One of the most important lessons from this work is that Black girls have a clear understanding of their own needs, strengths and aspirations," Pang said. "When researchers create opportunities for girls to share their experiences in their own words, we gain a more complete picture of the relationships, resources and community assets that help them thrive."

The report builds upon the growing field of Black girlhood studies, which seeks to showcase the full humanity of Black girls rather than defining them solely through barriers and deficits.

"We wanted to understand how Black girls experience life in Richmond, what supports are available to them and what additional opportunities might help them thrive," Douglas-Glenn said.

The study included an online survey of 250 Black girls, seven focus groups (34 Black adolescent girl participants) and 33 interviews with emerging adult women and parents and guardians. Together, those conversations revealed five interconnected themes that shape the lives of Black girls in Richmond: identity, health and well-being, home and family, school and learning, and community.

Among the findings, girls described strong family relationships, supportive teachers and communities where they felt a sense of safety and belonging. More than 90% of survey respondents reported being healthy, while many said they were comfortable seeking guidance from parents, friends and mental health professionals when needed. The research also highlighted the importance of cultural identity, educational opportunities and community connections in supporting Black girls' development and well-being.

For Patton, the findings reinforce what Girls For A Change has observed through more than two decades of working alongside Black girls in Richmond.

"I hope people walk away understanding that Black girls are not a problem to be solved," Patton said. "They are leaders, innovators, dreamers, creators and change-makers."

"Research is most powerful when communities help shape the questions and inform the solutions," Douglas-Glenn said. "The girls helped us understand not only what resources exist, but also what opportunities could help them thrive in the future."

For Douglas-Glenn, the report is ultimately about ensuring that Black girls' experiences, strengths and aspirations help inform the programs, services and investments designed to support them.

The project extends beyond a written report. The report also offers recommendations for schools, nonprofits and government agencies, including expanding youth programming, strengthening mentorship opportunities, increasing access to mental health resources and creating more intentional opportunities to center Black girls' voices in decision-making.

Researchers also developed interactive asset maps and story maps designed to connect girls and their families with educational, cultural and community resources throughout Richmond. The tools highlight libraries, museums, youth-serving organizations and other community assets identified through the research, while helping families better understand and access the resources available to them.

"We wanted this work to be more than a study," Douglas-Glenn said. "The story maps and asset maps create another way for girls, families and communities to engage with the findings and connect with resources that support their goals and aspirations."

This article was originally published on the Wilder School website.