scholarly journals Perceptions of Pubertal Timing and Discrimination Among African American and Caribbean Black Girls

2019 ◽  
Vol 90 (2) ◽  
pp. 480-488
Author(s):  
Eleanor K. Seaton ◽  
Rona Carter
Keyword(s):  
African American ◽  
Pubertal Timing ◽  
Black Girls ◽  
Caribbean Black

scholarly journals “My Teacher Doesn’t Like Me”: Perceptions of Teacher Discrimination and School Discipline among African-American and Caribbean Black Adolescent Girls

2020 ◽  
Vol 10 (2) ◽  
pp. 44
Author(s):  
Sheretta T. Butler-Barnes ◽  
Misha N. Inniss-Thompson
Keyword(s):  
African American ◽  
Adolescent Girls ◽  
School Discipline ◽  
Black Girls ◽  
Future Research ◽  
Caribbean Black ◽  
Black Adolescent ◽  
Nationally Representative ◽  
Developmental Significance ◽  
The Impact

This study examined the impact of perceived teacher discrimination on the school discipline of African-American and Caribbean Black adolescent girls. The findings are drawn from a nationally representative sample of (n = 410) African-American and (n = 193) Caribbean Black adolescent girls age 13 to 17 (Mage = 15). Results indicate that perceiving discrimination from teachers was associated with higher school discipline (e.g., suspension, expulsion, and spending time in a jail, detention center) for African-American girls. For Caribbean Black girls, higher household income and school bonding was associated with lower school discipline. Older Caribbean Black girls were also more likely to receive higher school discipline. However, perceiving discrimination from teachers was not associated with school discipline for Caribbean Black girls. The developmental significance and implications for future research are discussed.

Comparing Associations Between Perceived Puberty, Same-Race Friends and Same-Race Peers, and Psychosocial Outcomes Among African American and Caribbean Black Girls

2017 ◽  
Vol 43 (8) ◽  
pp. 836-862 ◽  
Author(s):  
Rona Carter ◽  
Seanna Leath ◽  
Sheretta T. Butler-Barnes ◽  
Christy M. Byrd ◽  
Tabbye M. Chavous ◽  
...  
Keyword(s):  
African American ◽  
Psychosocial Outcomes ◽  
Black Girls ◽  
Caribbean Black

Constructing a Black Female Delinquent

2018 ◽  
pp. 70-96
Author(s):  
Tera Eva Agyepong
Keyword(s):  
African American ◽  
Juvenile Justice ◽  
Black Girls ◽  
Sexual Relationships ◽  
Gender And Sexuality ◽  
African American Girls ◽  
Training School ◽  
Female Delinquency ◽  
Staff Members ◽  
Delinquent Girls

This chapter examines the state’s flagship institution for delinquent girls. It reveals the way intersecting notions of race, gender, and sexuality shaped reformers’ and practitioners’ implementation of juvenile justice. African American girls at the Illinois Training School were blamed for the interracial sexual relationships staff members and professionals abhorred and were considered the most violent girls in the institution. They also became subject to a race specific and gendered construction of female delinquency in the institution. Unlike the image of a fixable, inherently innocent delinquent that spurred the child-saving movement, black girls were cast as inherently deviant, unfixable, and dangerous delinquent whose negative influences could contaminate other children in the institution.

Teacher-Based Racial Discrimination: The Role of Racial Pride and Religiosity Among African American and Caribbean Black Adolescents

2018 ◽  
Vol 10 (1) ◽  
pp. 30-41 ◽  
Author(s):  
Sheretta T. Butler-Barnes ◽  
Stephanie Cook ◽  
Seanna Leath ◽  
Cleopatra Caldwell
Keyword(s):  
African American ◽  
Racial Discrimination ◽  
Black Adolescents ◽  
Caribbean Black ◽  
Racial Pride

scholarly journals Racial Identity, Racial Discrimination, and Classroom Engagement Outcomes Among Black Girls and Boys in Predominantly Black and Predominantly White School Districts

2019 ◽  
Vol 56 (4) ◽  
pp. 1318-1352 ◽  
Author(s):  
Seanna Leath ◽  
Channing Mathews ◽  
Asya Harrison ◽  
Tabbye Chavous
Keyword(s):  
African American ◽  
Racial Identity ◽  
School Districts ◽  
Predominantly White ◽  
Racial Discrimination ◽  
Academic Engagement ◽  
African American Adolescents ◽  
Black Girls ◽  
Predominantly Black ◽  
Public Regard

This study examined the associations among racial identity beliefs (centrality and public regard), racial discrimination, and academic engagement outcomes among 1,659 African American adolescents across two demographically distinct school districts, one predominantly Black, working class ( n = 1,100) and one predominantly White, middle class ( n = 559). Across these districts, the youths reported that race was a central aspect of their identity and demonstrated varying levels of public regard. Racial discrimination was negatively associated with academic curiosity and persistence, but this effect was moderated by gender and racial identity. Our findings demonstrate the harmful influence of discrimination on the academic engagement of African American adolescents and the protective roles of racial identity beliefs across gender and school racial contexts.

Girls Behaving Badly? Race, Gender, and Subjective Evaluation in the Discipline of African American Girls

2017 ◽  
Vol 90 (2) ◽  
pp. 127-148 ◽  
Author(s):  
Edward W. Morris ◽  
Brea L. Perry
Keyword(s):  
African American ◽  
School Discipline ◽  
Multilevel Models ◽  
Subjective Evaluation ◽  
Black Girls ◽  
African American Girls ◽  
Dress Code ◽  
Data Set ◽  
Race And Gender ◽  
And Gender

School disciplinary processes are an important mechanism of inequality in education. Most prior research in this area focuses on the significantly higher rates of punishment among African American boys, but in this article, we turn our attention to the discipline of African American girls. Using advanced multilevel models and a longitudinal data set of detailed school discipline records, we analyze interactions between race and gender on office referrals. The results show troubling and significant disparities in the punishment of African American girls. Controlling for background variables, black girls are three times more likely than white girls to receive an office referral; this difference is substantially wider than the gap between black boys and white boys. Moreover, black girls receive disproportionate referrals for infractions such as disruptive behavior, dress code violations, disobedience, and aggressive behavior. We argue that these infractions are subjective and influenced by gendered interpretations. Using the framework of intersectionality, we propose that school discipline penalizes African American girls for behaviors perceived to transgress normative standards of femininity.

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