Hiding in Plain Sight: The Invisibilized Challenges of Black Girlhood in Elite Independent Schools

Autor/in	Odim, Chinyere
Titel	Hiding in Plain Sight: The Invisibilized Challenges of Black Girlhood in Elite Independent Schools
Quelle	In: Teachers College Record, 125 (2023) 7-8, S.110-132 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-4681
DOI	10.1177/01614681231197278
Schlagwörter	African American Students; Females; Racial Composition; Whites; Selective Admission; Boarding Schools; Minority Group Students; Private Schools; Day Schools; Graduates; Student Experience; Adolescents; Decision Making; Barriers; Racism; Gender Bias; Anxiety; Racial Identification + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; White; Weißer; Bildungsselektion; Boarding school; Internat; Private school; Privatschule; Day school; Halbtagsschule; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Studienerfahrung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Decision-making; Entscheidungsfindung; Rassismus; Geschlechterstereotyp; Angst
Abstract	Background/Context: The experiences of Black girls navigating elite, predominantly white independent schools remain underresearched in the academy despite this issue being integral in disciplines such as sociology, education, and African American studies. Within such institutions, Black girls must navigate the duality of their privilege in having access to the highest quality and resourced education with the marginality of being a demographic minority within a space controlled by cultural elites. Purpose: This study investigates the experiences of Black girls in independent schools via the accounts of Black-woman-identifying alumni of such institutions. This study utilizes a Black feminist framework for understanding the often overlooked excess challenges that Black girls are forced to face. Research Design: Through qualitative semi-structured, conversational interviews with 13 Black women graduates of 10 Mid-Atlantic and New England boarding and day schools, this study explores how the graduates reflect on their experiences navigating elite schooling during formative adolescent years, decision-making processes, and management of Black girl identities within the exceedingly white and wealthy context of independent schools. Conclusions: Significant themes that emerged from the qualitative data generated by this study include feelings of rootlessness from Black and white communities, difficulty navigating a racialized and gendered social hierarchy, and heightened levels of social anxiety and self-consciousness about physical and ideological selves. Through a thematic retelling from those who have lived through the challenges and understand how they are presented in these contexts, the significance of this study's exploration of Black girls in independent school is the (1) liberation of these historically marginalized voices and (2) potential to provide current school leaders a framework for how best to support their students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01