The Impossibility of Being "Perfect and White": Black Girls' Racialized and Gendered Schooling Experiences

Autor/inn/en	Carter Andrews, Dorinda J.; Brown, Tashal; Castro, Eliana; Id-Deen, Effat
Titel	The Impossibility of Being "Perfect and White": Black Girls' Racialized and Gendered Schooling Experiences
Quelle	In: American Educational Research Journal, 56 (2019) 6, S.2531-2572 (42 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831219849392
Schlagwörter	African American Students; At Risk Students; Educational Environment; Femininity; Student Behavior; Racial Bias; Ethnic Stereotypes; Student Experience; Student Attitudes; Gender Bias; Feminism; High School Students; Public Schools; Interpersonal Relationship; Whites; Social Bias; Sexuality; Intelligence; Motivation; Athletes + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Femaleness; Weiblichkeit; Student behaviour; Schülerverhalten; Racial discrimination; Rassismus; National stereotype; Nationales Stereotyp; Studienerfahrung; Geschlechterstereotyp; Feminismus; High school; High schools; Oberschule; Public school; Öffentliche Schule; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; White; Weißer; Sexualität; Intelligenz; Klugheit; psychologische; Motivation (psychologisch); Athlet
Abstract	The African American Policy Forum and the Center for Intersectionality and Social Policy Studies states, "The risks that Black and other girls of color confront rarely receive the full attention of researchers, advocates, policymakers, and funders." The limited awareness of the challenges that Black girls face perpetuates the mischaracterization of their attitudes, abilities, and achievement. Thus, school becomes an inhospitable place where Black girls receive mixed messages about femininity and goodness and are held to unreasonable standards. This study explores how Black girls describe and understand their school experiences as racialized and gendered and the ways a conversation space allows Black girls' meaning making about and critical examination of individual and collective schooling experiences. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06