Introduction: On First Ladies, Duchesses, and Bawses—Black Womanhood Rebooted

Henderson, Carol E.

doi:10.1111/jacc.12969

Cited by 10 publications

(1 citation statement)

References 7 publications

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“…The valorization of whiteness, the exclusion of Black women from social validation, and an ideology of true womanhood, determine and shape Black women's standards of beauty, body images, as well as their perceptions of everyday life (Battle 2016;Candelario 2000;Cruz-Gutiérrez 2020;Henderson 2019). Scholars explore how Black women have had to behave, dress and wear their hair in order to be "respected" (Candelario 2000;Mathews 2015;Phillips 2004).…”

Section: Black Feminist Thoughtmentioning

confidence: 99%

Structural Violence of Schooling: A Genealogy of a Critical Family History of Three Generations of African American Women in a Rural Community in Florida

Phillips

Gichiru

2021

Genealogy

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Through the lens of structural violence, Black feminism and critical family history, this paper explores how societal structures informed by white supremacy shaped the lives of three generations of rural African American women in a family in Florida during the middle to the late twentieth century. Specifically, this study investigates how disparate funding, segregation, desegregation, poverty and post-desegregation policies shaped and limited the achievement trajectories among these women. Further, an oral historical examination of their lives reveals the strategies they employed despite their under-resourced and sometimes alienating schooling. The paper highlights the experiences of the Newman family, descendants of captive Africans in the United States that produced three college-educated daughters and a granddaughter despite structural barriers that threatened their progress. Using oral history interviews, archival resources and first-person accounts, this family’s story reveals a genealogy of educational achievement, barriers and agency despite racial and gendered limitations in a Southern town. The findings imply that their schooling mirrors many of the barriers that other Blacks face. However, this study shows that community investment in African American children, plus teachers that affirm students, and programs such as Upward Bound, help to advance Black students in marginalized communities. Further, these women’s lives suggest that school curriculums need to be anti-racist and public policies that affirm each person regardless of the color of their skin. A simple solution that requires the structural violence of whiteness be eliminated from the schooling spheres.

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