Black Female Adolescents and Racism in Schools: Experiences in a Colorblind Society

Autor/inn/en	Joseph, Nicole M.; Viesca, Kara Mitchell; Bianco, Margarita
Titel	Black Female Adolescents and Racism in Schools: Experiences in a Colorblind Society
Quelle	In: High School Journal, 100 (2016) 1, S.4-25 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1498
DOI	10.1353/hsj.2016.0018
Schlagwörter	African American Students; Females; Adolescents; Racial Bias; Critical Theory; Race; Student Surveys; Interviews; Ideology; Feminism; Qualitative Research; Civil Rights; Racial Attitudes; High School Students; Racial Discrimination; Racial Differences; Racial Relations; Racial Identification; Teacher Expectations of Students; Stereotypes + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Racial discrimination; Rassismus; Kritische Theorie; Rasse; Abstammung; Schülerbefragung; Interviewing; Interviewtechnik; Ideologie; Feminismus; Qualitative Forschung; Bürgerrechte; Grundrechte; Zivilrecht; Rassenfrage; High school; High schools; Oberschule; Racial bias; Rassenunterschied; Klischee
Abstract	This article takes up the questions: (a) How do Black female adolescents define racism?, (b) What kind of experiences with racism to they report having in schools?, and (c) How can these perspectives and experiences inform educational reform efforts? The in-depth analysis of 18 student surveys and interviews revealed that most of the definitions of racism centered on prejudice, discrimination, and differential treatment; and most of the experiences the girls described regarding racism in school illustrated issues of prejudice, discrimination, and differential treatment as well as stereotypes, labels and low teacher expectations. Critical Race Theory, Critical Race Feminism, and Black Feminist Thought were used as interpretive theoretical frameworks. Implications for teacher education, secondary education and broad reform efforts are discussed. (As Provided).
Anmerkungen	University of North Carolina Press. 116 South Boundary Street, P.O. Box 2288, Chapel Hill, NC 27515-2288. Tel: 800-848-6224; Tel: 919-966-7449; Fax: 919-962-2704; e-mail: uncpress@unc.edu; Web site: http://uncpress.unc.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01