Black Girls Experiencing Their Intersectional Identities in School PDF Download
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Author: Crystal L. Edwards
Publisher: Rowman & Littlefield
ISBN: 1498584594
Category : Education
Languages : en
Pages : 169
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Book Description
Black Girls Experiencing Their Intersectional Identities in School explores the subjective experience of Black girls within the educational context. Based on interviews, diary entries, and focus groups, the author argues that as a result of their intersectional identities, Black girls experience unique challenges and obstacles in the educational setting. Addressing topics ranging from interpersonal relationships, social media, beauty, sexuality, hypervisibility/invisibility, and microaggressions, this book highlights the voices and experiences of Black girls between the ages of 11 and 15. The Girls provide a narrative account of the challenges they face daily in the educational context, describing in detail, the factors that maintain and perpetuate volatile conditions. Additionally, this book explores the coping strategies that this group of Black girls developed to resist and respond to the daily obstacles. Ultimately, this book not only identifies the unique struggles faced by Black girls in schools as a result of their intersectional identities; but most importantly, this work explores pragmatic strategies that can be implemented to create safe and beneficial spaces for Black Girls. The author argues that through the implementation of Black Feminist Pedagogy, an “Ethic of Caring,” and partnerships with Black Girl Empowerment organizations, educational practitioners can mediate the negative experiences and create spaces for growth.
Author: Crystal L. Edwards
Publisher: Rowman & Littlefield
ISBN: 1498584594
Category : Education
Languages : en
Pages : 169
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Book Description
Black Girls Experiencing Their Intersectional Identities in School explores the subjective experience of Black girls within the educational context. Based on interviews, diary entries, and focus groups, the author argues that as a result of their intersectional identities, Black girls experience unique challenges and obstacles in the educational setting. Addressing topics ranging from interpersonal relationships, social media, beauty, sexuality, hypervisibility/invisibility, and microaggressions, this book highlights the voices and experiences of Black girls between the ages of 11 and 15. The Girls provide a narrative account of the challenges they face daily in the educational context, describing in detail, the factors that maintain and perpetuate volatile conditions. Additionally, this book explores the coping strategies that this group of Black girls developed to resist and respond to the daily obstacles. Ultimately, this book not only identifies the unique struggles faced by Black girls in schools as a result of their intersectional identities; but most importantly, this work explores pragmatic strategies that can be implemented to create safe and beneficial spaces for Black Girls. The author argues that through the implementation of Black Feminist Pedagogy, an “Ethic of Caring,” and partnerships with Black Girl Empowerment organizations, educational practitioners can mediate the negative experiences and create spaces for growth.
Author: Britney G. Brinkman
Publisher: Taylor & Francis
ISBN: 1000575543
Category : Psychology
Languages : en
Pages : 205
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Book Description
This book uses an intersectional approach to explore the ways in which girls and adults in school systems hold multiple realities, negotiate tensions, cultivate hope and resilience, resist oppression, and envision transformation. Rooted in the voices and lived experiences of girls and educators, Brinkman, Brinkman and Hamilton document girl-led activism within and outside schools, and explore how adults working with girls can help contribute toward them thriving. Girls’ narratives are considered through an intersectionality framework, in which gender identity, race, ethnicity, social class, sexual orientation, and other aspects of social identity intersect to inform girls' lived experiences. Exploring data and interviews collected over a 15-year period, the authors set out a three-part structure to outline how girls engage in strategies to enact resilience, resistance, and transformation. Part one reconceptualizes traditional definitions of resilience and documents girls’ experiences of oppression within schools, identifying common stereotypes about girls and examining the complexity of girls’ "choices" within systems that they do not feel they can change. Part two highlights girls’ active resistance to stereotypes, pressures to conform, and interpersonal and systemic discrimination, from entitlement of their boy peers to experiences of sexualization in school. Part three illuminates pathways for educational transformation, creating new possibilities for educational practices. Offering a range of pedagogies, policies, and practices educators can adopt to engage in systemic change, this is fascinating reading for professionals such as educators, counsellors, social workers, and policy makers, as well as academics and students in social, developmental, and educational psychology.
Author: James L. Conyer, Jr.
Publisher: Cambridge Scholars Publishing
ISBN: 1527519406
Category : Social Science
Languages : en
Pages : 358
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Book Description
This book critically examines the collection, interpretation, and analysis of quantitative and qualitative data from an Afrocentric perspective. The necessity of interpretive Afrocentric research is relevant to position agency and to locate Africana studies in place, space, and time. This study will provide readers with a compilation of literary, historical, philosophical, and social science essays that describe and evaluate the Africana experience from a methodological perspective. Paradoxically, the collection presents measurable and qualitative research, in order to flush out a global Pan–Africanist consciousness.
Author: Kimberle Crenshaw
Publisher:
ISBN: 9781620975510
Category : Law
Languages : en
Pages : 480
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Book Description
A major publishing event, the collected writings of the groundbreaking scholar who "first coined intersectionality as a political framework" (Salon) For more than twenty years, scholars, activists, educators, and lawyers--inside and outside of the United States--have employed the concept of intersectionality both to describe problems of inequality and to fashion concrete solutions. In particular, as the Washington Post reported recently, "the term has been used by social activists as both a rallying cry for more expansive progressive movements and a chastisement for their limitations." Drawing on black feminist and critical legal theory, Kimberlé Crenshaw developed the concept of intersectionality, a term she coined to speak to the multiple social forces, social identities, and ideological instruments through which power and disadvantage are expressed and legitimized. In this comprehensive and accessible introduction to Crenshaw's work, readers will find key essays and articles that have defined the concept of intersectionality, collected together for the first time. The book includes a sweeping new introduction by Crenshaw as well as prefaces that contextualize each of the chapters. For anyone interested in movement politics and advocacy, or in racial justice and gender equity, On Intersectionality will be compulsory reading from one of the most brilliant theorists of our time.
Author: James L. Conyers
Publisher: Myers Education Press
ISBN: 1975502078
Category : Education
Languages : en
Pages : 270
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Book Description
While there is a wealth of scholarship on Africana Education, no single volume has examined the roles of such important topics as Black Male Identity, Hip Hop Culture, Adult Learners, Leadership at Historically Black Colleges and Universities, Critical Black Pedagogy, among others. This book critically examines African Americans in higher education, with an emphasis on the social and philosophical foundations of Africana culture. This is a critical interdisciplinary study, one which explores the collection, interpretation, and analysis of quantitative and qualitative data in the field of higher education. To date, there are not any single-authored or edited collections that attempt to research the logical and conceptual ideas of the disciplinary matrix of Africana social and philosophical foundations of African Americans in higher education. Therefore, this volume provides readers with a compilation of literary, historical, philosophical, and communicative essays that describe and evaluate the Black experience from an Afrocentric perspective for the first time. It is required reading in a wide range of African American Studies courses. Perfect for courses such as: African American Social and Philosophical Foundations | African American Studies | African Nationalist Thought | History of Black Education
Author: Dywanna E. Smith
Publisher: Routledge
ISBN: 1000542351
Category : Education
Languages : en
Pages : 213
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Book Description
Drawing from an arts-based research and humanizing methodologies, Dywanna Smith documents transformative and liberatory spaces in ELA middle level classrooms, where students address and counteract discrimination, colorism, sizism, and body shaming. Grounded in an original qualitative study of adolescent Black girls, this book examines how such "truth spaces" serve as a medium for adolescents to self-examine their intersectional identities and give voice to their resilience in the face of marginalization. Incorporating original narratives, including the author’s self-actualizing verse novel and the voices of Black female students, Smith shines a light on new culturally sustaining pedagogies and offers much-needed implications for practice. Smith expertly weaves together poetry, research, and empathy; the result is a pioneering text that urges readers to understand the impact of anti-Black violence and the important role literacy sanctuaries can play in supporting Black girls’ resilience and development. The novel in verse at the heart of the volume is not only a provocative and necessary call for transformative change, but also a window into a courageous lived experience. This book is essential reading for pre-service teachers, scholars, and students in literacy education, inclusive education, and teacher education.
Author: Wendi S. Williams
Publisher: Routledge
ISBN: 1000488624
Category : Social Science
Languages : en
Pages : 255
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Book Description
Increasingly, social, cultural, and political discourse is deeming Black women and girls to be a critical group to engage. We are told their lives should matter, and yet, there is also overwhelming evidence that Black women and girls continue to be what Malcolm X declared, "The most neglected person in America". This critical volume engages a conversation at the intersection of the fields of education and psychology among recognized Black women scholars that contemporizes the discourse about Black women’s and girls’ diversity, their sociocultural contexts, and various approaches to communal and clinical work with them to support their mental health, wellness, and thrivance. WE Matter!: Intersectional Anti- Racist Feminist Interventions with Black Girls and Women is a significant new contribution to Black Studies, Mental Health, and Gender Studies, and will be a great resource for academics, researchers, and advanced students of Sociology, Psychology, Education, and Politics. The chapters in this book were originally published as a special issue of Women & Therapy.
Author: Shena Sanchez
Publisher:
ISBN:
Category :
Languages : en
Pages : 212
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Book Description
Current research on discipline and academic tracking reveal that Girls of Color (GoC) are some of the most academically marginalized students in K-12 settings. They experience school discipline at disproportionately higher rates than their peers and are more likely to be tracked out of advanced courses. Yet, in spite of their negative schooling experiences, GoC persist and maintain high postsecondary aspirations. This case study provides a critical investigation into the perspectives and academic engagement of adolescent GoC-also called Black and Brown girls- who are tracked in low academic courses (e.g., remedial and general classes) and disciplined formally and informally (e.g., public castigation, suspension, expulsion). Here, GoC are those who identify as Latina, Black, Pacific Islander, Asian, Native American girls from poor- and working-class backgrounds. This study employs intersectionality as a conceptual framework to examine how Black and Brown adolescent girls engage in school when they experience punishment and exclusion. It illuminates the types of knowledge, behaviors, and attitudes that GoC employ to participate in the academic process and obtain their postsecondary goals. Additionally, drawing from multicultural epistemologies developed by Women of Color, this work explores how Black and Brown girls at the intersection of multiple marginalized oppressions use their identity to shape their academic engagement and postsecondary aspirations. This dissertation is a multisite qualitative case study using data from the Lavender Girls Project (LGP), an intersectional research project on the schooling experiences of 32 adolescent GoC who have been tracked out of advanced courses and disciplined. It is situated across five Title I high schools in California (Inglewood, Anaheim, Long Beach), Tennessee (Nashville), and New York (Brooklyn) between 2015 and 2018. During data collection, 5-7 semi-structured focus group interviews were conducted at each site and more than 400 student artifacts total were gathered for analysis. Participants reported feeing pathologized and villainized in school because of their identities as Black and Brown girls from poor- and working-class families, which adversely impacted their academic engagement. However, despite having negative experiences in school, most of the participants claimed to have high academic aspirations and positive perceptions of their identities. Specifically, this study reveals that the strengths-based orientation of GoC around their identities helped them strategies ways to subvert meritocratic notions of achievement, engage academically on their own terms, and navigate systemic barriers.
Author: Cara D. Grant
Publisher: Human Kinetics
ISBN: 1718221754
Category : Education
Languages : en
Pages : 98
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Book Description
The concept of intersectionality considers the interconnected nature or overlap of multiple categorizations such as race, gender, sexual orientation, religion, socioeconomic class, and physical ability. For Black students already experiencing inequalities, being “Black and . . .” (female, queer, or another marginalized identity) can lead to encounters that further devalue their identities or leave them feeling unseen. Intersectionality in Health Education seeks to prompt meaningful reflection on the current status of health education and to ultimately result in more equitable practices for all students. It will help health educators identify their implicit biases, examine how intersectionality is affecting Black students, and build classrooms where all students are seen and valued. Through a collection of 10 case studies, Intersectionality in Health Education offers insights into the issues that students who identify as “Black and . . .” commonly face. The text, geared to health education teacher education (HETE) students as well as in-service teachers, does the following: Illuminates culturally aware teaching strategies that affirm the worth of “Black and . . .” students Amplifies crucial issues that negatively affect students with intersectional identities Addresses intentional or unconscious biases that harm Black youths, thus broadening the book’s value beyond the sharing of teaching strategies With a goal of generating a deeper understanding of how intersectionality creates complexities for Black students, the case studies in the book expose the disparities, racism, and other issues affecting students’ well-being, self-worth, and positive experiences in the health classroom. Each case includes discussion prompts that lead the way to effective strategies and immediate implementation opportunities. Topics explored include the following: Self-awareness and social awareness in a predominantly white school environment Classroom climate and culturally responsive teaching The dilemma of Black health care access, socioecological factors, and social determinants of health Health education spaces created with Black and Brown girls in mind Perceptions, identity, and opportunities for Black males Additionally, the text provides tips and guidance for writing your own case study. Through this experience, you will gain the opportunity to look at a scenario with the goal of observing and analyzing behaviors, reviewing theory and practices, and analyzing, problem solving, and promoting discussion on a given topic. Intersectionality in Health Education will help preservice and in-service teachers adopt teaching practices that create a supportive, empathetic, and nurturing environment. In doing so, they can help validate “Black and . . .” students’ self-worth and swing the pendulum toward a more equitable experience in health education for all students.
Author: Sharon Lamb
Publisher: Springer
ISBN: 1137601558
Category : Social Science
Languages : en
Pages : 105
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Book Description
This book takes a close look at how girls of color think, talk, and learn about sex and sexual ethics, how they navigate their developing sexuality through cultural stereotypes about sex and body image, and how they negotiate their sexual learning within a co-ed sex education classroom. While girls of color are often pictured as at risk or engaged in risky behavior, the analyses of focus groups and classroom discussions, show not only girls’ vulnerabilities but their strengths as they work with integrating diverse identities, media messages, school policy and history into their understanding of the sexual world they are exposed to and a part of.
