Dr. Barrett Rosser has published two scholarly articles examining how Black girls use literacy, language, and reflection to express self-love, build connections, and navigate their experiences. In Learning from Black Girls’ Literacies of Love, published in the Journal of African American Women and Girls in Education, Dr. Rosser draws on research with 13 Black girls participating in an out-of-school inquiry group. Per Dr. Rosser, the study seeks to answer, “What happens when high school-aged Black girls are engaged in an out-of-school inquiry group to read, write, and talk about the practice of love? Drawing on qualitative data, including field notes, transcripts from interviews and inquiry group sessions, and multimodal artifacts created by 13 girls from my larger dissertation study, I use qualitative analysis, including coding and collaborative descriptive reviews, while privileging the epistemologies of the girls to make sense of their knowledge and practice of love. Findings highlight how the girls enacted reflection, a Black Girls’ Literacies of Love (BGLoL), as a conduit to loving themselves and others. The implications emphasize the importance of reflection in schools as a tool to shape teacher practice and to create humanizing literacy experiences, especially for and with Black girls.”

In a second article, Humor and Joy in the Linguistic Play of Black Girls, co-authored with Dr. Reka Barton and published in Theory Into Practice, Dr. Rosser explores how Black girls use humor and creative language as expressions of resistance, healing, and joy. “Through humorous vignettes in pop culture and the authors’ own experiences and interactions with Black girls, the linguistic and literacy practices of Black girls are highlighted and unpacked.”