Creating Black Girl Space in St. Louis: Revisiting and Reclaiming Black Girl Voice in the Classroom

Autor/inn/en	Butler-Barnes, Sheretta T.; Evans, Khrysta A.; Leath, Seanna; Burnett, Marketa; Inniss-Thompson, Misha N.
Titel	Creating Black Girl Space in St. Louis: Revisiting and Reclaiming Black Girl Voice in the Classroom
Quelle	In: Peabody Journal of Education, 98 (2023) 2, S.165-184 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Butler-Barnes, Sheretta T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2023.2191565
Schlagwörter	Racism; Gender Bias; Institutional Characteristics; Educational Environment; Intersectionality; Social Class; Misconceptions; Resistance (Psychology); African American Students; Females; Grade 6; Grade 7; Grade 8; Grade 9; Student Experience; Minority Group Students; Missouri (Saint Louis) + Suchen Sie Ihr Suchwort? Rassismus; Geschlechterstereotyp; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Social classes; Soziale Klasse; Missverständnis; Resistenz; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Studienerfahrung
Abstract	Black girls face the challenge of developing a healthy sense of self because of racism and sexism in school settings. Building on extant literature, this study examines a sample of socioeconomically diverse Black girls' in predominately White, Black, and racially and ethnically diverse school settings. Data collection included focus groups with Black girls (N = 30, M age = 12.64 years). Inductive analytic techniques were used to identify themes based on the lived experiences of Black girls across these school settings. Two themes emerged that centered on the intersectionality of race, class, and gender in their educational experiences, including: (1) the misconception of Black girls; and (2) resisting and reclaiming. Directions for future research and implications for Black girls are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01