Voluntary Interdistrict Choice Program: Examining Black Girls' Experiences at a Predominately White School

Autor/inn/en	Butler-Barnes, Sheretta T.; Lea, Charles H.; Leath, Seanna; Colin, Rosa
Titel	Voluntary Interdistrict Choice Program: Examining Black Girls' Experiences at a Predominately White School
Quelle	In: Urban Review: Issues and Ideas in Public Education, 51 (2019) 2, S.149-176 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Butler-Barnes, Sheretta T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
Schlagwörter	School Choice; African American Students; Racial Composition; Whites; Educational Environment; Adolescents; Race; Social Class; Gender Issues; Females; Ethnic Stereotypes; Discipline; Expectation; Volunteers + Suchen Sie Ihr Suchwort? Choice of school; Schulwahl; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; White; Weißer; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Rasse; Abstammung; Social classes; Soziale Klasse; Geschlechterfrage; Weibliches Geschlecht; National stereotype; Nationales Stereotyp; Disziplin; Expectancy; Erwartung; Freiwilliger
Abstract	A plethora of research on voluntary school choice programs and the impact on student's outcomes have been documented. However, lacking are the experiences of students of color attending predominately White schools that are part of these voluntary school choice programs. Using the integrative model for the developmental competencies of minority children as a theoretical lens, the authors explored the racial and gendered socio-emotional experiences of Black adolescent girls (N = 15, M[subscript age] = 13.59) who were participants in a voluntary school choice program. Inductive analytic techniques were used to identify themes based on the lived experiences of Black girls within this context. Three themes emerged that centered the intersectionality of race, class, and gender in their experiences including: (1) racial and cultural stereotypes; (2) differential discipline; and (3) academic expectations. Directions for future research and implications for Black girls, who participate in voluntary school choice programs are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01