The Impossibility of Being "Perfect and White": Black Girls' Racialized and Gendered Schooling Experiences

The African American Policy Forum and the Center for Intersectionality and Social Policy Studies states, "The risks that Black and other girls of color confront rarely receive the full attention of researchers, advocates, policymaker and funders." The limited awareness of the challenges th...

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Bibliographic Details
Published in:American educational research journal 2019-12, Vol.56 (6), p.2531-2572
Main Authors: Andrews, Dorinda J. Carter, Brown, Tashal, Castro, Eliana, Id-Deen, Effat
Format: Article
Language:English
Subjects:
Ability
Academic achievement
African American Students
African Americans
At Risk Students
Athletes
Black people
Black students
Educational Environment
Educational research
Ethnic Stereotypes
Femininity
Feminism
Gender Bias
Girls
High School Students
Intelligence
Interpersonal Relationship
Intersectionality
Morality
Motivation
Policy making
Public Schools
Racial Bias
Racialization
Racism
Sexuality
Social Bias
Social policy
Student Attitudes
Student Behavior
Student Experience
Whites
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Summary:The African American Policy Forum and the Center for Intersectionality and Social Policy Studies states, "The risks that Black and other girls of color confront rarely receive the full attention of researchers, advocates, policymaker and funders." The limited awareness of the challenges that Black girls face perpetuates the mischaracterization of their attitudes, abilities, and achievement. Thus, school becomes an inhospitable place where Black girls receive mixed messages about femininity and goodness and are held to unreasonable standards. This study explores how Black girls describe and understand their school experiences as racialized and gendered and the ways a conversation space allows Black girls' meaning making about and critical examination of individual and collective schooling experiences.
ISSN:0002-8312
1935-1011
DOI:10.3102/0002831219849392