Disrupting Carceral Logics within U.S. Higher Education: Black Women's Lawsuits as Resistance to Institution-Sanctioned Violence

Autor/in	Ward, LaWanda W. M.
Titel	Disrupting Carceral Logics within U.S. Higher Education: Black Women's Lawsuits as Resistance to Institution-Sanctioned Violence
Quelle	In: Peabody Journal of Education, 96 (2021) 5, S.565-581 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2021.1991698
Schlagwörter	African Americans; Females; Racial Bias; Gender Bias; Higher Education; African American Students; African American Teachers; Women Faculty; Court Litigation; College Environment; School Policy; Athletes; College Athletics; Work Environment; Equal Opportunities (Jobs); Georgia; Georgia (Atlanta); Texas (Fort Worth); Indiana; Ohio (Cincinnati); Virginia + Suchen Sie Ihr Suchwort? Afroamerikaner; Weibliches Geschlecht; Racial discrimination; Rassismus; Geschlechterstereotyp; Hochschulbildung; Hochschulsystem; Hochschulwesen; African Americans; Student; Students; Schüler; Schülerin; Studentin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Frauenakademie; Weibliche Gelehrte; Rechtsstreit; Hochschulumwelt; Schulpolitik; Athlet; College athletes; Collegesport; Hochschulsport; Arbeitsmilieu; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf
Abstract	This inquiry focuses on the experiences of black women in U.S. higher education in the less studied realm of gendered and racialized disfunction compared with K-12 education in which violence and surveillance all too often mirror the criminal legal system. The author explores the traumatic impact of carceral logics--surveillance, control, and punishment --on black women's educational and employment experiences. Black women offer intellectual labor and time as students, athletes, faculty, staff, and administrators; their collective efforts enrich institutions of higher education. By analyzing lawsuits filed by black women who have suffered financial, professional, educational, and emotional harms, the author seeks to bring needed scrutiny to embedded power structures and gendered-race assumptions that undermine equity in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01