Ed.D., Antioch University, 2025, Education

This dissertation examines the roles, challenges, and contributions of a Black Gay father, a demographic largely absent from academic discourse. While literature explores themes of the church, LGBTQ+ identities, and social justice, there remains a critical gap addressing the lived experiences of a Black Gay father. This study fills that void by elevating narratives as community activists, family leaders, and clergy members, acknowledging their transformative impact within familial and societal structures. The methodology used is the Scholarly Personal Narrative (SPN). It allows for in-depth, reflective engagement with personal experiences in conversation with scholars while situating them within broader sociocultural, theological, and justice discourses. SPN is particularly suited for this research as it foregrounds lived experience, making visible perspectives often excluded from traditional methodologies. This study is grounded in social justice leadership, liberation theology, transformative learning theory, and lived experience scholarship. It offers a critical framework for analyzing how Black Gay fathers navigate identity, faith, and leadership while advocating for justice. This narrative reveals that Black Gay fathers are essential architects of justice-oriented leadership. Through thematic reflection and critical incident analysis, their experiences challenge traditional notions of fatherhood, faith, and activism, demonstrating resilience and the ability to forge inclusive spaces for future generations. The study further underscores the systemic erasure of Black Gay fathers in academia, religious institutions, and policy, highlighting the need for intentional recognition and reform. The implications of this research extend beyond individual experience; it calls for deeper academic inquiry, institutional accountability, and greater visibility, particularly within theological seminaries and culturally responsive education programs. It serves as a foundation fo (open full item for complete abstract)

Ed.D., Antioch University, 2025, Education

The persistent health disparities faced by Black, Indigenous, and People of Color (BIPOC) in the United States are deeply rooted in systemic racism embedded within medical education and clinical practice. Historical acceptance of racial supremacy in the United States has shaped both the foundations and continued practices of medical education, leading to entrenched biases that affect healthcare delivery and patient outcomes. This dissertation critically examines the intersection of race, education, and health by analyzing how historical and contemporary understandings of race and ethnicity shape medical curricula, healthcare practices, and patient care. Through the integration of Critical Race Theory (CRT), Social Cognitive Theory (SCT), and ScT, this study deconstructs racialized knowledge systems in medicine and examines their impact on health equity. CRT provides a lens to analyze how systemic racism is embedded within medical education and practice, illuminating the ways racial bias is institutionalized and perpetuated in healthcare structures. SCT contributes by exploring how individuals internalize societal norms and beliefs, which influence the attitudes and behaviors of both medical practitioners and patients. Finally, ScT emphasizes the role of social networks and relationships, highlighting how disparities in access to healthcare resources and support systems affect health outcomes in marginalized communities. Together, these theories offer a comprehensive framework for understanding the layered and interconnected influences of race, education, and healthcare, guiding the study's aim to challenge and dismantle biased practices within medical training and clinical care. Chapters I and II introduce the research problem and establish a comprehensive foundation, outlining key theoretical frameworks—CRT, SCT, and ScT—while exploring the historical roots of racialized practices in medicine, including the legacy of unethical experimentation and the Flexner Report (open full item for complete abstract)

Ph.D., Antioch University, 2024, Leadership and Change

The dissertation examined African American women with chieftaincy titles in Yoruba culture and how they exercised their leadership in both Yorubaland and America. It explored their leadership, authority, and training. The presence of African American women with chieftaincy titles is increasing in the American landscape. The methodology was qualitative using narrative inquiry and portraiture from Sarah Lawrence-Lightfoot and Jessica Hoffman Davis (1997) with five African American women. My research included observations in Nigerian, pre-Osun festival, the Osun festival, and post-Osun festival. Observations also included three women Nigerian Chiefs. The research questions answered their qualifications to lead, their sense of knowing as leaders, and their commitment to the Yoruba people and tradition. This study identified the historical and cultural patterns necessary to understand, adapt, and implement training for future women leaders in the Isese/Ifa/Orisa tradition in America and for those learning Yoruba culture and customs in their chieftaincies. The data findings are contextualized in the narratives to provide an overall portrait of African American women leaders in the Yoruba culture and Isese/Ifa/Orisa tradition in the United States, primary community of Atlanta, Georgia. African American women lead from their sense of and proven skill strength either academically or vocationally. African American Chiefs do not need permission in the healing of their community. From the findings, this study proposed the theory of Motherism, which can be the basis for shared dialogue and understanding across the board for various affinity groups in the diaspora and Yorubaland. African American women do not have to disregard the historical v leadership work of African American women who have been trail blazers to be Yoruba women leaders in America. African American women continue the struggle for voice and equality despite the culture or religious norms o (open full item for complete abstract)

Master of Arts (M.A.), University of Dayton, 2024, Theological Studies

This thesis promotes and argues for the necessary contributions of historical theology within dialogue and action on racial justice in the US Catholic Church. For Catholics to actualize the call to “listen,” given by the US bishops in 2018 in their pastoral letter, "Open Wide Our Hearts" (OWOH), historical retrievals of racial injustices must be prioritized. Proper listening must be done at local levels with the experiences of the racialized community centered within the history itself. Otherwise, one risks abstracting the work of racial justice and ignoring real sites of racial injustices. To substantiate this method, this thesis retrieves the local history of St. Francis Xavier Parish and School, a Black Catholic parish and school in Baton Rouge, Louisiana. Their history uncovers two significant instances of racial injustice which are elaborated on: the demolition of their high school due to interstate road construction and the near closure of their elementary school amidst integration. In both cases, the concerns of the parishioners were not listened to by the white authorities, even their bishops who wrote on racial justice issues. The telling of their history requires people even today to listen to their stories and engage with their experiences. Without the contributions of a grounded historical method, theologies on racial justice have been and are still susceptible to causing more harm in racial relations, even in well-intentioned pursuits for justice.

Ph.D., Antioch University, 2024, Antioch New England: Marriage and Family Therapy

The double bind of Black womanhood has been long documented in Black feminist literature. This dissertation seeks to greatly contextualize how Black women experience make sense of, and heal from, sexual trauma given the nature of gendered racism in the United States (U.S). Utilizing a convergent parallel design grounded in Black Feminist Theory and hermeneutic phenomenology, the lived experiences of 98 Black women from across the U.S. were investigated. Regression analyses revealed that the frequency of gendered racial microaggressions and the associated appraisal were not significant predictors of participants' PTSD symptoms. Additionally, PTSD symptoms were inversely predictive of current perceptions of healing and healing progress. A mediation effect of negative alterations in cognitions and mood on the relationship between sexual objectification, specific to Black women, and progress in healing was also evident. Gendered racism did moderate the relationship between PTSD symptoms and perceived healing at the lowest point but not healing progress. The major themes that emerged from the interviews included “Negative Consequences of Sexual Assault,” “Pathways of Healing,” “Barriers to Help and Justice-Seeking,” “Dimensions of Racial-Ethnic Socialization,” and “Dimensions of Gendered Racial Socialization.” Combined, these findings highlight the unique sociocultural and historical context of Black female survivorship and amplify the necessity for clinicians to integrate Black feminist therapeutic praxis to inform treatment assessment, goal, and intervention. This dissertation is available in open access at AURA (https://aura.antioch.edu/) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Ph.D., Antioch University, 2024, Leadership and Change

The study sought to ascertain whether introducing democracy has adversely impacted Indigenous cultural practices in Ghana or whether the path to democracy has enhanced, shaped, or strengthened aspects of the country's Indigenous culture. The study sheds some light on the realistic, symbolic, and pervasive threat(s) that transitional or Indigenous societies like Ghana undergoing the process of democratization face and must deal with. More specifically, the study provides some insights into how traditional societies, where Indigenous values and practices are held with some reverence and esteem, can be integrated into liberal democratic institutions to potentially ameliorate cultural tension and political discord that often accompanies the process of democratic and electoral transitions. The study also provides a rich context to explain and dispel some of the pernicious stereotypes and perceptions about countries that strive to build a suitable system of governance by combining aspects of their Indigenous culture and liberal democratic tenets. The primary scholarly contribution of the study is a greater understanding of how Indigenous cultural norms, as informal institutions, shape the trajectory and consolidation of democratization in sub-Saharan Africa. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Ph.D., Antioch University, 2024, Leadership and Change

This dissertation project used an interpretivist qualitative research design to study how the right-to-read claim made by seven teenagers attending Detroit public schools in 2016 reflects, addresses, or describes contemporary discussions about educational access. Using situational analysis (SA) as a theory/method, the entirety of the claim comprises the situation of the social phenomenon being studied, not the people. This research combines critical race theory (CRT) with Bronfenbrenner's ecological systems and uses situation analysis to map historical discourses to conduct a study that examines the history of a present situation of inquiry as presented by this question: How does the 2016 right-to-read claim made by high school students in Detroit, Michigan reflect, address, or describe contemporary discussions about educational access? The study collected data to allow me to construct a prosopography that articulates an answer to the question that claims access to literacy is a public school policy right. Because situational analysis (SA) is designed to open research data to aspects of a circumstance that may have been overlooked, marginalized, or silenced, I was not certain the research results would answer this exact question. Additionally, critical theory and SA were used to conduct this qualitative research, examining historical data that addresses the right-to-read claim as a Foucaultian programmatic social problem. As such, it seeks to understand the complexities of recurring and historically situated education practices that limit actualizing U.S. education policies that embrace access to basic literacy skills as a human right. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Doctor of Philosophy, The Ohio State University, 2024, Music

This dissertation explores how Motown Records' marketing strategies have shaped fans' recollections of 1960s music, and how fan engagement has shaped the legacy of the Supremes and Motown Records' place in popular music history. The Supremes were Motown Records' most successful girl group, and the trio was marketed to mainstream audiences as a model of "young America." Across the Supremes' career, their look, sound, and presentation changed to appeal to consumers across racial and class divides. Motown pushed the Supremes into every corner of public life through television appearances, concerts in high-end nightclubs, and placement in advertisements for popular consumer goods. The group's visibility and respectability attracted the attention of white fans and, by their accounts, started conversations about race, gender, and representation in fans' homes. The Supremes' fandom continues to present day, long after the group's breakup, and that engagement is still marked by Motown's colorblind presentation of the Supremes. The most intensely engaged fans show deep attachment to the music and to the Supremes themselves, and these fans have taken responsibility for the cultivation and curation of the group's legacy in tangible ways. These fans' histories of their relationship to the group offer a retrospective view of how Motown's marketing affected thinking about race, gender, class, and representation.

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2024, American Culture Studies

In 2021-2022, once routine school board meetings erupted into intense showdowns because of the presence of what many believed to be Critical Race Theory within the school curriculum, Comprehensive Sex Education, disagreement over gender identity, and the nature of parents' rights. There were shouting matches and accusations that schools, board members, and parents were racists, hated America and members of the LGBTQ community, were trafficking in communism, and were harming children. Commenters made fiery pledges to remove board members, and board members received hate mail including death threats. This research project interrogates parents', guardians', and concerned community members' publicly expressed beliefs and anxieties about Critical Race Theory (CRT), gender identity, and Comprehensive Sex Education (CSE), at 10 geographically diverse K-12 public school board meetings in the U.S. available online in 2021-2022. It considers what their comments at the board meetings reveal about their understanding of the world, of America, American identity, and of their own values, hopes, and fears. The methodology used in the project is anthropological. There is close textual analysis to better ascertain the content, context, and meanings of the discourse formations and cultural codes. These are the primary sources analyzed: comments at the school board meetings, written and televised speeches, personal letters, newspapers, op-eds, slogans, protest signs, campaign commercials, websites, and social media. In addition, historical and archival research trace the genealogy of these discourse formations within American culture among the secular and white evangelical Religious Right. The anti-CRT commenters and those who hold to traditional gender ideologies want to maintain a particular culture, an ordering of the world, including ideology and theology that is rooted in hierarchy, exclusion, and particular gender norms heavily influenced by the Southern way of life. (open full item for complete abstract)

Doctor of Education , University of Dayton, 2024, Educational Administration

Past and current research has explored the link between the “blackness” of a person's name and socioeconomic outcomes in American society. Black-sounding names were shown to influence employment prospects, access to credit markets, and choice of housing among other opportunities. While education research had identified a relationship between teachers' perceptions of students with distinctively Black names and perceived academic potential, it had yet to examine how targeted students perceive and internalize nameism, a portmanteau of name and racism, in predominantly white learning environments. A qualitative study examined nameism and its influence on students' selfconceptions and learning experiences. Using a phenomenological gaze to study participants' experiences, the results revealed mixed, contradictory views on Blacksounding names within the sample. Study participants expressed feeling compelled to maintain varying situational identities to avoid name-identity threats expressed through implicit bias and microaggressions. Participatory action research was used to construct a multimodal, evidence-based intervention to address nameism as a problem of practice in classrooms where experiences with nameism are most likely to occur.

Doctor of Education , University of Dayton, 2023, Educational Administration

This research study delves into the lived experiences of African-American homeowners in Reclamation City, a metropolis undergoing substantial revitalization and housing transformation over the past 25 years. The primary objectives of this study encompass understanding the driving factors motivating Black homeowners to invest in residential properties in the city, uncovering the influences that encourage their steadfast commitment to homeownership, and examining the formidable challenges and obstacles they encounter amidst rising property costs, housing market fluctuations, and the encroachment of gentrification. Additionally, this research explores the implications of dwindling residential inventory, the effects of gentrification on Black homeowners, and the prospects for generational wealth-building among African American offspring in this evolving urban landscape. Furthermore, this study captures Black homeowners' personal impressions, reflections, and sentiments regarding tangible and intangible changes within their neighborhoods and the city. It also presents innovative strategies to curb the outmigration of Black homeowners from Reclamation City. It recommends critical initiatives to attract new Black homeowners while retaining those who resist the urge to sell their homes and depart. The foundation of this research lies in a comprehensive examination of the Black experience in America, historical factors, and enduring practices that have hindered African Americans' social, economic, and political progress. It incorporates personal narratives from Black homeowners and insights from African American financial services professionals, complemented by a review of pertinent literature. This dissertation introduces the concept of "Black resiliency" as a central framework for understanding how African American homeowners navigate the challenges posed by gentrification. Employing a qualitative participatory action research approach, this study scrutinizes gentrific (open full item for complete abstract)

Doctor of Education , University of Dayton, 2023, Educational Administration

This research study delves into the lived experiences of African-American homeowners in Reclamation City, a metropolis undergoing substantial revitalization and housing transformation over the past 25 years. The primary objectives of this study encompass understanding the driving factors motivating Black homeowners to invest in residential properties in the city, uncovering the influences that encourage their steadfast commitment to homeownership, and examining the formidable challenges and obstacles they encounter amidst rising property costs, housing market fluctuations, and the encroachment of gentrification. Additionally, this research explores the implications of dwindling residential inventory, the effects of gentrification on Black homeowners, and the prospects for generational wealth-building among African American offspring in this evolving urban landscape. Furthermore, this study captures Black homeowners' personal impressions, reflections, and sentiments regarding tangible and intangible changes within their neighborhoods and the city. It also presents innovative strategies to curb the outmigration of Black homeowners from Reclamation City. It recommends critical initiatives to attract new Black homeowners while retaining those who resist the urge to sell their homes and depart. The foundation of this research lies in a comprehensive examination of the Black experience in America, historical factors, and enduring practices that have hindered African Americans' social, economic, and political progress. It incorporates personal narratives from Black homeowners and insights from African American financial services professionals, complemented by a review of pertinent literature. This dissertation introduces the concept of "Black resiliency" as a central framework for understanding how African American homeowners navigate the challenges posed by gentrification. Employing a qualitative participatory action research approach, this study scrutinizes gentrific (open full item for complete abstract)

Master of Arts, University of Toledo, 2023, History

Women in modern Nigeria have been subjected to decades of gender discrimination manifesting in societal gender oppression and institutional prejudice. Women trail behind men in education, financial power, and political representation. Religious reformation and British colonialism have proven to have had a significant role in the uprooting of Indigenous customs in specific northern and southern regions of Nigeria. This project interrogates the factors of religious change and colonialism upon the internal valuation of womanhood of Hausa women in a Muslim society and Igbo women in an increasingly Christian region. The Colonial Womanist Devaluation model is used to identify the changing internal definitions of womanhood of Hausa and Igbo women against the external factors of religious change and colonialism. Through the application of this model, it was revealed that the slow process of Islamization within Hausa communities primed Hausa women to commonly accept the restrictions of an increasingly patriarchal society. In contrast, Igbo women more commonly resisted the patriarchal norms brought by Christian conversion and colonialism due to the perseverance of Indigenous Igbo culture. The findings of the Colonial Womanist Devaluation Model have proven consistent in the interrogation of the behaviors and internal valuations of womanhood in modern Hausa and Igbo women.

Master of Fine Arts, Miami University, 2023, Art

This research project examines the current views Americans have about galleries, libraries, archives, and museums that present diverse American historical content and how sociological and psychological frameworks may improve their experience in these spaces. By incorporating these frameworks into the already existing professional practices of these institutions, their respective spaces may offer a sense of healing and understanding for their diverse audiences.

Doctor of Philosophy, The Ohio State University, 2023, English

Afrophantasm is both a rhetorical framework and a lens considering how the invisibility of black disability can be used and understood in both positive and/or negative ways. As a reconsideration of W.E.B. Du Bois's seminal idea of double conscious “two-ness” in The Souls of Black Folk, Afrophantasm instead represents a “threeness” by positioning a person's self-state in a trifecta of Blackness, American status, and embodiment through the lens of ability. Further, it theorizes how an environment can produce or amplify a black disabled spectral state created through stigma and ignorance, either by erasing the acknowledgment of this multi-marginalization or refocusing it to leverage its perceived disadvantages into a state of empowerment or self-recognition. By considering the idea of the rhetorical in relation to this theory, its application is expanded through a variety of examples, including cultural rhetoric (via nommo or West African oral stylistic practice), visual rhetoric (and the question of photographic disabled representations), as well as in embodied rhetoric (through the interrogation of black genetics or cybernetics), to name a few. When he coined Afrofuturism in 1993, Mark Dery wrote that "African Americans…inhabit a sci-fi nightmare in which unseen but no less impassable force fields of intolerance frustrate their movements; official histories undo what has been done; and technology is too often brought to bear on black bodies" (181). Through a complex nexus of art, music, literature, and more, the genre exists as a universe progressively centered on black lives and experiences juxtaposed against a world built to erase them. Yet, when it comes to the subaltern realm of Blackness and disability woven together, those most in need of a reprieve are instead assaulted with a litany of new shiny digital tools of discrimination, as the famed “digital divide” (highlighting an assumed lesser black digital literacy vs. white internet competence) turns corporeal (open full item for complete abstract)

Doctor of Philosophy, Miami University, 2023, Educational Leadership

Over time, Lincoln Heights High School has seemingly been erased from history. With the exception of a Facebook group and a few articles about state championships that were won during its final year of operation, there is no information on the internet or in published books or research about the high school. This research project aims to fill the void in the literature about Lincoln Heights High School. Data for this project were collected through a combination of oral histories and archival documents to unpack the trials and triumphs of a school that aimed to provide a quality education for its students despite having insurmountable budget issues that inevitably led to its closure. The purpose of this research is to understand the unique case of Lincoln Heights High School as it was one of the few Black schools in Ohio. What were the experiences of Black educators who taught at Lincoln Heights High School? The teachers' narratives highlighted that the staff was more than willing to work with the limited resources that they had in an attempt to educate students and build community. From the archival documents, the main takeaway is that there were so many external forces attempting to hinder the Lincoln Heights community. The battles over land and industrial tax revenue caused Lincoln Heights to be a landlocked community without the opportunity of expanding or generating substantial tax dollars from industry. Gerrymandering was the legal method used to ensure that thriving communities around Lincoln Heights were able to create the hopeless situation for the largest all Black town in the United States. Policies are the reason for the dire situation that the Lincoln Heights community and high school found themselves in. These findings indicate the need for an analysis of school funding in Ohio. The funding model that Ohio utilizes has been deemed illegal, but the model still exists. This model is what also forced the closure of Lincoln Heights High School and con (open full item for complete abstract)

Doctor of Education , University of Dayton, 2023, Educational Administration

Safety, security, freedom of expression, love, and support are critical components for adolescent youth that encourage growth and development. This study explored how Black girls make sense of their educational experiences while partnering with school staff through the RoyalSapphires program. Children must be in relationships with well- intended caring adults to facilitate adolescent growth and leadership. This study included a focus group with school administrators in charge of the curriculum for the afterschool program; members participated in semi-structured interviews and focus groups with members of RoyalSapphires. The findings suggest that members felt safe with the coordinators of RoyalSapphires, which was critical in sharing and learning through the afterschool program. Additionally, participants enjoyed these curated spaces dedicated to girls being in fellowship with each other. Finally, the time spent with RoyalSapphires was a source of validation and joy at the end of the school day. The program coordinators outlined their intentions to create a welcoming program for members facilitated by adults with their best interests at heart. The themes from this study were instrumental in creating an action plan grounded in creating a curriculum designed with the needs of participants at the forefront and led by a 3–5-member advisor board. The advisory board will seek representatives who are trailblazers in education, business, and leadership domains to create programming to share with middle school administrators to pilot this afterschool curriculum in their location. Using Yosso's (2005) six types of Community of Cultural Wealth as an asset framework when working with students from marginalized backgrounds, the curriculum will be instrumental in creating practical programming relevant to participants while providing assessment throughout the program. Ultimately, this afterschool curriculum seeks to partner with Black girls to enhance their skills (open full item for complete abstract)

Doctor of Philosophy, Miami University, 2023, Educational Leadership

The lived experiences of African immigrants in the Nordics are rich and complex, but the literature available on this population is lacking. To counter the deficit thinking and oppressive literature available on Africans in Norway, this paper is created to uplift the African community by highlighting the important work of the first Pan-African youth organization in Norway Afrikan Youth in Norway (AYIN), our elders in the community, and other Africans in Norway while telling the stories through a critical lens. I used Africana Critical Theory to look at the growth, education, and identity formation of us, outside of the Eurocentric lens. This is drawn from critical thought and philosophical traditions rooted in the realities of continental and diasporan African history, culture, and struggles. This exploration includes interviews with former AYIN members, focusing on their experiences growing up and the influence the youth organization had and still has in their lives. This inquiry is a celebration of us, the population in Norway that have over generations worked towards going beyond tolerance by the Norwegian society, towards inclusion and acceptance.

MFA, Kent State University, 2023, College of the Arts / School of Art

The transactional interplay between “Blackness” and “whiteness” is a dysfunctional melody that sets the tone for America's inner workings. This is particularly true for those who fit the description of a Magical Body. A Magical Body as defined by sociologist; Tressie Mcmillian Cottom are "bodies that society does not mind holding up to take the shots for other people. Magical bodies are bodies that have negative things done to them so other people can be conformable. Magical bodies are seen as self-generating, and as not requiring any investment from the state or from other people.” It is in the mundane that the members of my family represented in this body of work are consistently confronted with the reality of what it means to be a Magical Body. More importantly, it is in the mundane that my family has continued to live, love, and celebrate our existence. The body of work titled Magical bodies is an exploration of the lack of representation of Black people figures in art historical canon. This work focuses on making space for Black figures to counter act the notion of erasure in the canon.

Doctor of Philosophy, The Ohio State University, 2023, Theatre

In the 2019 documentary on The Apollo, Ralph Cooper, founder and original master of ceremonies for the Amateur Night at Harlem's acclaimed theater, declared that “There was always two kinds of show business. There was a white show business. And there was a black show business.” This dissertation considers these disparate worlds alongside each other to foreground the less documented and studied (and therefore deemed less prestigious) Black showgirl traditions in musical theatre and dance ensembles. The chorus girl has been the subject of scholarly consideration from American studies and Feminist studies to Theatre and Media studies, the entirety of which was almost exclusively focused on the historical and cultural implications of the white chorus girl. This project is centered around how the Black chorus girl was performing at the same time, despite having been relegated to history's sidelines, and how her presence on the public stage shaped identity formation and perceptions of Black femininity. Considering the dual phenomenon of race on the revue stage in New York reveals how these segregated performances intersected and how they contributed to the development of the other. This research adds to the narrative of the chorus girl by rendering stories of Black female ensemble performers and identifying the ways in which their lives as dancers and models coincided and diverged with those of their white counterparts. This dissertation examines three distinct Black dance ensembles that performed in shows in New York City from 1910 to 1945, segregated from their other more famous, better compensated, and more stable white counterparts. These companies were chosen because they were conceived and performed with Black audiences in mind. The long-running but rarely remembered touring revue Brownskin Models (1924-1954) established a location for an ongoing presentation of Black beauty. Darktown Follies (1913) was a musical that developed in Black theatres in Harlem and (open full item for complete abstract)