School as a hostile institution: How Black and Immigrant Girls of Color Experience the Classroom

2021 ◽  
pp. 089124322110579
Author(s):  
Ranita Ray
Keyword(s):  
Black Girls ◽  
Colonial Education ◽  
Academic Gains ◽  
Race And Class ◽  
Racial Harassment ◽  
Color Experience ◽  
Girls Of Color ◽  
Economically Marginalized ◽  
Gender Revolution

The paradox of girls’ academic gains over boys, across race and class, has perplexed scholars for the last few decades. Through a 3-year longitudinal ethnography of two predominantly economically marginalized and racially minoritized schools, I contend that while racially marginalized girls may have made academic gains, school is nevertheless a hostile institution for them. Focusing on the case of Black girls and recent immigrant girls of color, I identify three specific ways in which school functions as hostile institution for them: (1) gendered racial harassment from teachers, (2) erasure of intellect, and (3) estrangement within their communities. Furthermore, the denigration of immigrant girls becomes the conduit for misogynoir. I find that the gains of some racially marginalized girls in school often justify hostility against all of them. Bringing into conversation a feminist analysis of schooling that rejects girls’ educational gains as ubiquitous evidence of a gender revolution with a Black-colonial education framework that emphasizes schooling as a technology of oppression, I explore the current role of school as a hostile institution for Black girls and immigrant girls of color.

The Movement Expands

2021 ◽  
pp. 212-236
Author(s):  
Mark R. Warren
Keyword(s):  
Restorative Justice ◽  
Zero Tolerance ◽  
Black Girls ◽  
School Site ◽  
Liberatory Education ◽  
Gender Nonconforming ◽  
Girls Of Color ◽  
Role Of Teachers ◽  
And Gender

Chapter 8 examines the expansion of the movement to new issues and newly forceful constituents. It charts the rise of the police-free schools movement and discusses the influence of the Movement for Black Lives. It documents the assertion of voice and leadership by Black girls; girls of color; and gender nonconforming students in the movement, highlighting the intersectional ways that they experience the school-to-prison pipeline. Finally, it examines the role of teachers as allies to the movement and highlights efforts to implement restorative justice as an alternative to zero tolerance. It emphasizes the need to connect restorative justice to school-site organizing that connects teachers with students and parents in ways that transform relationships and create liberatory education.

Flipping the Script: The Dangerous Bodies of Girls of Color

2017 ◽  
Vol 17 (5) ◽  
pp. 415-423 ◽  
Author(s):  
Venus E. Evans-Winters ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
Action Research ◽  
Participatory Action Research ◽  
Research Process ◽  
Black Girls ◽  
Participatory Action ◽  
School Students ◽  
Color Experience ◽  
Girls Of Color

Girls of color have been left out of discussions on youth participatory action research (YPAR) as well as gender- and race-based scholarship related to school marginalization. How Black girls and other girls of color experience girlhood is undertheorized. In this particular discussion, high school girls themselves expose the ways in which girls are punished in schools. Using participatory action research (PAR), high school students unveil girls of color experiences in schools as “dangerous bodies.” The author asseverates that Black girls and other girls of color “flip the script” by becoming conscientious and active agents in social change through the research process.

Keeping Black Girls in School: A Systematic Review of Opportunities to Address Exclusionary Discipline Disparity

2021 ◽  
pp. 215336872098889
Author(s):  
Lynn A. Addington
Keyword(s):  
Systematic Review ◽  
Policy Development ◽  
The United States ◽  
Black Girls ◽  
Research Note ◽  
Future Research ◽  
Exclusionary Discipline ◽  
Girls Of Color ◽  
Single Location ◽  
Trauma Informed

A punitive legacy of the responses to school shootings in the United States is the expansion of exclusionary discipline. Black girls have disproportionately experienced this form of punishment as compared to white girls and non-Black girls of color. A small, but growing, body of research has examined the patterns and causes of this disparity. Current studies have made suggestions for possible solutions to address this disparity, but these recommendations are not readily accessible in a single location. A catalogue of these ideas could provide a useful foundation for policy development and evaluation. The present research note seeks to generate this resource by conducting a systematic review to identify and categorize recommendations aimed at reducing the discipline disparity experienced by Black girls. Based on this review, four categories emerged that center around: (1) culturally competent school programs, (2) enhanced teacher training, (3) spaces at school for empowering Black girls, and (4) trauma-informed student policies. This research note discusses these categories of recommendations using an intersectional framework and concludes with a summary of next steps to guide future research and policy work to address the disproportionate use of exclusionary discipline against Black girls.

Introduction

2017 ◽  
Author(s):  
Alison Hope Alkon ◽  
Julie Guthman
Keyword(s):  
Food Systems ◽  
Alternative Food ◽  
Transformative Change ◽  
Political Transformation ◽  
Strategic Choices ◽  
Alternative Food Systems ◽  
Race And Class ◽  
To Come ◽  
Economic Inequalities

This chapter argues that food activists need to look beyond the politics of their plates to engage with broader questions of racial and economic inequalities, strategy and political transformation. It grounds the examples that follow in two ongoing scholarly debates. The first regards the role of inequalities, particularly of race and class, in shaping past and present industrial and alternative food systems. The second looks to strategies and tactics. While some have argued that the provision of relatively apolitical alternatives to industrial food systems lays the groundwork for transformative change, the editors of this volume urge activists to follow those profiled in this book towards more cooperative, oppositional and collective strategic choices. The introduction ends with an overview of the chapters to come.

Beyond the Body Count

2019 ◽  
Vol 12 (3) ◽  
pp. 33-46
Author(s):  
Patricia Krueger-Henney
Keyword(s):  
Human Life ◽  
Black Girls ◽  
Classification Systems ◽  
The Body ◽  
Empirical Science ◽  
Girls Of Color ◽  
The Social ◽  
Critical Social Science ◽  
Field Notes ◽  
Body Count

I position critical ethnographic researcher field notes as an opportunity to document the physical and ideological violence that white settler states and institutions on the school-prison nexus inflict on the lives of girls of color generally and Black girls specifically. By drawing on my own field notes, I argue that critical social science researchers have an ethical duty to move their inquiries beyond conventions of settler colonial empirical science when they are wanting to create knowledges that transcend traditions of body counts and classification systems of human lives. As first responders to the social emergencies in girls’ lives, researchers can make palpable spatialization of institutionalized forms of settler epistemologies to convey more girl-centered ways of speaking against quantifiable hierarchies of human life.

The War of Translation: Colonial Education, American English, and Tagalog Slang in the Philippines

2015 ◽  
Vol 74 (2) ◽  
pp. 283-302 ◽  
Author(s):  
Vicente L. Rafael
Keyword(s):  
American English ◽  
The Philippines ◽  
Medium Of Instruction ◽  
Colonial Education ◽  
Native Students ◽  
Colonial Mentality ◽  
Continued Use ◽  
Alternative Understanding

This paper examines the role of language in nationalist attempts at decolonization. In the case of the Philippines, American colonial education imposed English as the sole medium of instruction. Native students were required to suppress their vernacular languages so that the classroom became the site for a kind of linguistic war, or better yet, the war of translation. Nationalists have routinely denounced the continued use of English as a morbid symptom of colonial mentality. Yet, such a view was deeply tied to the colonial notion of the sheer instrumentality of language and the notion that translation was a means for the speaker to dominate language as such. However, other practices of translation existed based not on domination but play seen in the classroom and the streets. Popular practices of translation undercut colonial and nationalist ideas about language, providing us with an alternative understanding of translation in democratizing expression in a postcolonial context.

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.

“Gay? Prove it”: The politics of queer anti-deportation activism

Sexualities ◽  
2014 ◽  
Vol 17 (8) ◽  
pp. 958-975 ◽  
Author(s):  
Rachel A Lewis
Keyword(s):  
Negative Impact ◽  
Gender And Sexuality ◽  
Gay And Lesbian ◽  
The Political ◽  
Credibility Assessment ◽  
Political Asylum ◽  
Race And Class ◽  
Perceived Credibility ◽  
The Social

This article examines how gender, sexuality, race and class intersect in queer asylum claims to influence the perceived credibility of gay and lesbian asylum applicants. Building on recent scholarship in queer migration studies that considers the role of gender and sexuality in the social construction of migrant illegality, this article explores how practices of credibility assessment in the political asylum process produce women and sexual minorities as deportable subjects. As I argue, the tactics utilized by gay male asylum applicants to resist deportation show how practices of credibility assessment in the political asylum process are linked to the state’s reproduction of sexual citizenship narratives, narratives that have a disproportionately negative impact upon queer female migrants of color. Accounting for the intersections among gender, sexuality, race and class in influencing the perceived credibility of gay and lesbian asylum applicants is thus crucial for conceptualizing alternative forms of queer anti-deportation activism.

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