Black Girls and School Discipline: The Complexities of Being Overrepresented and Understudied

2016 ◽  
Vol 54 (2) ◽  
pp. 211-242 ◽  
Author(s):  
Subini Ancy Annamma ◽  
Yolanda Anyon ◽  
Nicole M. Joseph ◽  
Jordan Farrar ◽  
Eldridge Greer ◽  
...  
Keyword(s):  
Critical Race Theory ◽  
Critical Discourse Analysis ◽  
Black Girls ◽  
Group Differences ◽  
Exclusionary Discipline ◽  
Critical Race ◽  
Office Referrals ◽  
Critical Race Feminism ◽  
School Suspensions ◽  
Dominant Narratives

Using Critical Race Theory and Critical Race Feminism as guiding conceptual frameworks, this mixed-methods empirical study examines Black girls’ exclusionary discipline outcomes. First, we examined disciplinary data from a large urban school district to assess racial group differences in office referral reasons and disparities for Black girls in out-of-school suspensions, law enforcement referrals, and expulsions. Next, we used a multivariate analysis to determine whether these patterns held after accounting for other identity markers. Finally, we used Critical Discourse Analysis to consider whether office referrals for Black girls were for subjective or objective behaviors and whether they aligned with dominant narratives.

scholarly journals Latina and Latino Critical Legal Theory: LatCrit Theory, Praxis and Community.

2021 ◽  
Vol 12 (2) ◽  
pp. 1316-1341
Author(s):  
Marc Tizoc Gonzalez ◽  
Saru Matambanadzo ◽  
Sheila I. Vélez Martínez
Keyword(s):  
Critical Race Theory ◽  
Queer Theory ◽  
Cultural Change ◽  
Asian American ◽  
Legal Theory ◽  
Critical Race ◽  
Critical Race Feminism ◽  
Legal Studies ◽  
Critical Legal Theory ◽  
Latcrit Theory

Abstract LatCrit theory is a relatively recent genre of critical “outsider jurisprudence” – a category of contemporary scholarship including critical legal studies, feminist legal theory, critical race theory, critical race feminism, Asian American legal scholarship and queer theory. This paper overviews LatCrit’s foundational propositions, key contributions, and ongoing efforts to cultivate new generations of ethical advocates who can systemically analyze the sociolegal conditions that engender injustice and intervene strategically to help create enduring sociolegal, and cultural, change. The paper organizes this conversation highlighting Latcrit’s theory, community and praxis.

scholarly journals Policy as Punishment and Distraction: The Double Helix of Racialized Sexual Harassment of Black Girls

2020 ◽  
pp. 089590482098446
Author(s):  
Jennifer M. Wilmot ◽  
Valentina Migliarini ◽  
Subini Ancy Annamma
Keyword(s):  
Critical Race Theory ◽  
Sexual Harassment ◽  
Education Policy ◽  
Double Helix ◽  
Black Girls ◽  
School Policy ◽  
Critical Race ◽  
Race Theory ◽  
Racialized Sexual Harassment

Black girls’ experiences with sexual harassment in schools remain critically understudied. To mediate this void, this study explored the role of educators and school policy as disrupting or perpetuating racialized sexual harassment toward them. Using a disability critical race theory (DisCrit) framework, we argue educator response and education policy create a nexus of subjugation that makes Black girls increasingly vulnerable to experience racialized sexual harassment at the hands of adults and peers, while largely failing to provide protection from or recourse for such harassment.

The Effects of Zero Tolerance Policies on Black Girls: Using Critical Race Feminism and Figured Worlds to Examine School Discipline

2017 ◽  
Vol 55 (10) ◽  
pp. 1419-1440 ◽  
Author(s):  
Dorothy Hines-Datiri ◽  
Dorinda J. Carter Andrews
Keyword(s):  
Identity Development ◽  
Zero Tolerance ◽  
Black Girls ◽  
Figured Worlds ◽  
Critical Race ◽  
Critical Race Feminism ◽  
Theoretical Frameworks ◽  
White Femininity ◽  
And Gender ◽  
Identification With School

Black girls are more likely to be suspended or expelled through exclusionary discipline than their female counterparts, but continue to be overlooked and understudied. This article presents a case for using critical race feminism and figured worlds as theoretical frameworks for examining the effects of zero tolerance policies on Black girls. We use these frameworks to explore how adults’ implementation of disciplinary policies not only affects the racial and gender identity development of Black girls, but perpetuates anti-Black discipline and represents behavioral responses to White femininity that may not align with Black girls’ femininity and identification with school.

scholarly journals Majoritarian Stories and Counterstories: Critical Race Theory Approaches to Countering Deficit Discourse in Higher Education

2022 ◽  
Author(s):  
Kirk Greenwood
Keyword(s):  
Higher Education ◽  
Discourse Analysis ◽  
Social Class ◽  
Critical Race Theory ◽  
Critical Discourse Analysis ◽  
Students Of Color ◽  
Postsecondary Institutions ◽  
Critical Discourse ◽  
Critical Race ◽  
Race Theory

This paper employs critical discourse analysis to interrogate rhetorics of academic deficit subtending institutional neglect of equitable opportunity for students of color at U.S. postsecondary institutions. It further reviews Critical Race Theory literature in education, paying special attention to research that foregrounds social class as a discriminate variable distinguishing truly liberatory pedagogies from the merely critical.

Critical Autism Studies, Race, Gender, and Education

2021 ◽  
Author(s):  
Robin Roscigno
Keyword(s):  
Critical Race Theory ◽  
Critical Discourse Analysis ◽  
Gender Stereotypes ◽  
Behavioral Approach ◽  
Social Model ◽  
Critical Race ◽  
Race Theory ◽  
Theoretical Approaches ◽  
Models Of Disability ◽  
Autistic People

Critical autism studies (CAS) is an emergent field that challenges deficit-based thinking about autism. Early scholars of autism, such as psychologists Bruno Bettelheim, Leo Kanner, or Ivar O. Lovaas, adopted a biomedical or behavioral approach to the study of autism. Rejecting such an approach, critical disability studies and by extension CAS have developed robust theoretical frameworks to account for the sociocultural and embodied experience of disability, including the social model of disability, the cultural model of disability, and poststructural models of disability. These approaches to the study of disability challenge medical models of disability that understand disability as an individual experience of impairment. Disability is framed as a problem to be solved via biomedicine and helping professionals and instead conceive of disability as a web of sociocultural entanglements. In contrast, theoretical approaches to critical autism studies include critical discourse analysis (CDA), feminist theory, and critical race theory. Scholars using CDA explore how ableism is produced and sustained through discourses, particularly public discourses within the media, scholarship, non-governmental organizations, and schools. Critical autism scholars who employ critical race theory seek to understand the intersectional identities of autistic people of color and the compounding effects of racism and ableism. Feminist approaches to the study of autism trouble gender stereotypes about autistic people, most notably Simon Baron Cohen’s extreme male brain theory.

scholarly journals Countering the Norm, (Re)authoring Our Lives

2018 ◽  
Vol 17 (1) ◽  
pp. 160940691880064
Author(s):  
M. Alex Wagaman ◽  
Rae Caballero Obejero ◽  
James S. Gregory
Keyword(s):  
Critical Race Theory ◽  
Young People ◽  
Participatory Research ◽  
Research Method ◽  
Critical Race ◽  
Race Theory ◽  
Lgbtq Youth ◽  
Design And Implementation ◽  
Systemic Oppression ◽  
Dominant Narratives

Counterstorytelling, a methodology that is rooted in critical race theory, is undergirded by principles that are beneficial to understanding the experiences of lesbian, gay, bisexual, transgender, and queer-identified (LGBTQ) young people from an intersectional perspective. Counterstorytelling holds promise as a method that creates opportunities for individual transformation and resistance to dominant narratives among young people facing systemic oppression. This article outlines the design and implementation of a counterstorytelling study with LGBTQ youth and reflects on the value and associated challenges of counterstorytelling as a participatory research method.

Exposure to Same-Race Teachers and Student Disciplinary Outcomes for Black Students in North Carolina

2017 ◽  
Vol 39 (3) ◽  
pp. 485-510 ◽  
Author(s):  
Constance A. Lindsay ◽  
Cassandra M. D. Hart
Keyword(s):  
North Carolina ◽  
Black Students ◽  
Exclusionary Discipline ◽  
Office Referrals ◽  
School Grade ◽  
Grade Levels ◽  
High School Grade ◽  
School Suspensions ◽  
Different Types ◽  
Willful Defiance

Using student-level administrative data from North Carolina, we explore whether exposure to same-race teachers affects the rate at which Black students receive exclusionary discipline, such as out-of-school suspensions, in-school suspensions, and expulsion. We find consistent evidence that exposure to same-race teachers is associated with reduced rates of exclusionary discipline for Black students. This relationship holds for elementary, middle, and high school grade ranges for male and female students, and for students who do and do not use free and reduced-price lunch. Although we find reductions in referrals for a number of different types of offenses, we find particularly consistent evidence that exposure to same-race teachers lowers office referrals for willful defiance across all grade levels, suggesting that teacher discretion plays a role in driving our results.

scholarly journals Lessons From Critical Race Theory: Outdoor Experiential Education and Whiteness in Kinesiology

2021 ◽  
pp. 105382592110067
Author(s):  
Viviane Soa Gauthier ◽  
Janelle Joseph ◽  
Caroline Fusco
Keyword(s):  
Critical Race Theory ◽  
Critical Discourse Analysis ◽  
Experiential Education ◽  
Undergraduate Students ◽  
Settler Colonialism ◽  
Critical Race ◽  
Structured Interviews ◽  
Race Theory ◽  
Outdoor Experiential Education ◽  
Sport And Recreation

Background: Outdoor experiential education (OEE) is often presented as a neutral and equitable curricular practice with positive learning outcomes. However, few studies have examined the experiences of racialized and queer White settler students or the representation of Whiteness in OEE curricular documents. Purpose: This article explores Whiteness, racialization, and Indigenous erasure in OEE as an undergraduate curricular practice at a Kinesiology program in a Canadian university. Methodology/Approach: Using critical race theory, a critical discourse analysis of six types of documents used to advertise and organize the outdoor experiential courses was combined with five semi-structured interviews with undergraduate students. Findings/Conclusions: This study demonstrates that students must negotiate Whiteness and settler colonialism to participate in OEE. Three main findings include the following: (a) The imagined student is wealthy and White, (b) students both assimilate to and resist codes of Whiteness, and (c) curricular documents and practices promote Eurocentricity and erase Indigeneity. Implications: OEE presents an opportunity for students preparing to become workers and educators in sport and recreation to learn about Whiteness, racialization, and Indigeneity. Kinesiology program design can use student narratives to shift from supposedly neutral curricular documents and pedagogies to ones that expose and work toward dismantling Eurocentricity.

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