Black Female Adolescents and Racism in Schools: Experiences in a Colorblind Society

Joseph, Nicole M.; Viesca, Kara Mitchell; Bianco, Margarita

doi:10.1353/hsj.2016.0018

Cited by 74 publications

(73 citation statements)

References 59 publications

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“…Much of this work has focused on the interlocking forms of oppression that Black women and girls experience due to their "double minority" status as both Black and woman (Jones and Guy-Sheftall 2015). Black adolescent girls, for example, report experiencing discrimination based on their race (Burt and Simons 2015), gender (Grollman 2012), and the intersections of their race and gender (i.e., gendered racism; Joseph et al 2016). Recent scholarship in this area has championed the use of intersectionality theory for examining depression among adult Black women (Walton and Oyewuwo-Gassikia 2017).…”

Section: The Sociohistorical Integrative Model and Intersectionality mentioning

confidence: 99%

Black Girl Blues: The Roles of Racial Socialization, Gendered Racial Socialization, and Racial Identity on Depressive Symptoms among Black Girls

Green

Hope

Cryer‐Coupet

et al. 2020

J Youth Adolescence

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Racial socialization is an important predictor of wellbeing among Black youth. Scholars have theorized that Black girls could benefit from gendered racial socialization or messages about being Black girls. However, this has not been examined empirically. The current study investigates the role of general and gendered racial socialization and racial identity attitudes on depressive symptoms among 287 Black girls between the ages of 13-17 (M age = 15.4) in the U.S. Path analysis results demonstrated that general and gendered racial socialization about pride were directly associated with positive feelings about being Black which were negatively associated with depressive symptoms. Oppressive messages about Black women were related to negative feelings about being Black and more depressive symptoms. The implications of general and gendered racial socialization on the psychological wellbeing of Black girls are discussed.

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Section: The Sociohistorical Integrative Model and Intersectionality mentioning

confidence: 99%

Black Girl Blues: The Roles of Racial Socialization, Gendered Racial Socialization, and Racial Identity on Depressive Symptoms among Black Girls

Green

Hope

Cryer‐Coupet

et al. 2020

J Youth Adolescence

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“…Disproportionate representation among students suspended and expelled from school has also been identified as a major source of lagging student achievement among Black and Latino students (Bradshaw et al, 2010;Okonofua & Eberhardt, 2015;Schott Foundation, 2012;Skiba et al, 2002). Even studies informed by critical race theory, which examine the racial gap in achievement more on a systemic or interpersonal level, tend to examine the phenomenon using theoretical or qualitative methodologies (Gillborn, 2015;Joseph et al, 2016;Kohli et al;Powell et al, 2020;Vasquez Heilig et al, 2012). As a result, they are missing the opportunity to provide useful quantitative data about the effects of structural racism over a particular group of students over time.…”

Section: An Investigation Of Teaching Experience Across Racial Groupsmentioning

confidence: 99%

Segregation within integrated schools: Racially disproportionate student-teacher assignments in middle school

Benson

Bryant

Gezer

2020

EPAA

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Racial segregation has been an ongoing issue in American education and one of the leading contributors to the racial achievement gap. Prior to the Brown v. Board decision of 1954, Black Americans were legally relegated to substandard schools and educational opportunities. Post-Brown, racial segregation continues to manifest as a result of de facto segregation and second-generation segregation. Moreover, the predominantly White teaching force – a negative consequence of desegregation – has been linked to poorer outcomes for Black and Latino students. Our study examines trends in racially disproportionate assignment of Black and Latino students to less experienced teachers than their White counterparts. Specifically, our analysis illustrates statistically significant trends in the assignment of less experienced teachers to Black and Latino students in middle school math over several years. This analysis contributes to the recent research phenomenon of measuring the cumulative pattern of racially disproportionate teacher-student assignments over time as a particularly effective means of understanding the effects of systematic and sustained inequalities on academic achievement. Across several grades and content areas of instruction, we found that the race of students was related to the teaching experience of their teachers. Our findings illustrate the negative impacts of racial segregation on students of color and supports the need for more intervention and administrative intentions regarding teacher-student assignments and racial equity in schools.

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“…Not earning STEM degrees in college is a manifestation of intersectional problems occurring in the P-12 system for Black girls. What we know from the research is that Black women and girls are more likely to be subjected to practices that reduce their opportunities to pursue STEM degrees, such as (a) being placed in lower track classes and tracked out of college preparatory courses (Joseph et al, 2017; Oakes, 2005); (b) experiencing racism and undergoing severe disciplinary measures, such as school expulsion (Annamma et al, 2016; Joseph, Viesca, & Bianco, 2016; Morris, 2016); (c) experiencing underidentification in gifted programming (Ford, 2013; Grissom & Redding, 2016; Office for Civil Rights, 2013); and (d) attending underfunded and socio-politically neglected schools (Morgan & Amerikaner, 2018). The 2013-2014 Office for Civil Rights (2013) data report that only 10.8% of public school Black girls were enrolled in gifted and talented programs, as compared with 57.3% of White girls.…”

Section: Gifted Black Girls In Science Technology Engineering and mentioning

confidence: 99%

Missing in Action: Gifted Black Girls in Science, Technology, Engineering, and Mathematics

Collins¹,

Joseph

Ford

2019

Gifted Child Today

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Many commonplace stories, including the authors and those they have heard, substantiate a critical and undeniable truth: marginalized and underrepresented students’ development through the science, technology, engineering, and mathematics (STEM) pipeline is centered on race and gender and is impacted by (un)intentional and (in)formal interactions with other variables. A noticeable issue in STEM and gifted education is the poor presence of Black girls. We contend that for females, the disconnect between grades, class performance, and interest is all too familiar. This is true even if they are gifted, and especially for Black girls. This article is written with the resolve to address the underpinning complexity of contemporary challenges of underrepresentation of gifted Black girls in STEM, which are rooted in intersectional issues of race and sex discrimination. We address barriers and offer recommendations for change, mostly grounded in relevant theories.

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Black Female Adolescents and Racism in Schools: Experiences in a Colorblind Society

Cited by 74 publications

References 59 publications

Black Girl Blues: The Roles of Racial Socialization, Gendered Racial Socialization, and Racial Identity on Depressive Symptoms among Black Girls

Black Girl Blues: The Roles of Racial Socialization, Gendered Racial Socialization, and Racial Identity on Depressive Symptoms among Black Girls

Segregation within integrated schools: Racially disproportionate student-teacher assignments in middle school

Missing in Action: Gifted Black Girls in Science, Technology, Engineering, and Mathematics

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