Call Me Worthy: Utilizing Storytelling to Reclaim Narratives about Black Middle School Girls Experiencing Inequitable School Discipline

Autor/inn/en	Gibbs Grey, ThedaMarie D.; Harrison, Lisa M.
Titel	Call Me Worthy: Utilizing Storytelling to Reclaim Narratives about Black Middle School Girls Experiencing Inequitable School Discipline
Quelle	In: Equity & Excellence in Education, 53 (2020) 3, S.325-341 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2020.1764880
Schlagwörter	African American Students; Middle School Students; Females; Discipline; Disproportionate Representation; Suspension; Expulsion; Mentors; Advocacy; Social Support Groups; Academic Support Services; Student Attitudes; Parent Attitudes; Teacher Attitudes; Administrator Attitudes; Critical Theory; Race; Feminism; Gender Bias; Urban Schools; Personal Narratives + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Weibliches Geschlecht; Disziplin; Ausschluss; Schulausschluss; Relegation; Sozialanwaltschaft; Social support; Soziale Unterstützung; Schülerverhalten; Elternverhalten; Lehrerverhalten; Kritische Theorie; Rasse; Abstammung; Feminismus; Geschlechterstereotyp; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Erlebniserzählung
Abstract	In this year-long ethnographic study, the authors illuminate the narratives and experiences of four black middle school girls who experienced multiple school disciplinary actions including detention, suspension, and expulsion. The study design includes a weekly school-based mentorship and advocacy program to support the academic and socioemotional development of black middle school girls. Data include interviews with focal girls, their parents, teachers, and administrators; school academic and disciplinary records; and fieldnotes from classroom observations and weekly mentorship sessions. Critical race feminism provides a framework for shedding light on the experiences of black girls who continue to experience unjust forms of school discipline. Findings speak toward the incongruence of black girls' experiences when juxtaposed to school narratives and disciplinary outcomes. Through the illumination of black middle school girls' stories, the authors seek to reject how schools and society negatively position black girls, by reclaiming their humanity and worth. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01