The Time is Now: (Re)visioning, (Re)assessing, and (Re)storing the State of Educational Research for African American Women and Girls

Young, Jemimah L.; Butler, Bettie Ray; King, Natalie S.; Wandix-White, Diana

doi:10.21423/jaawge-v1i1a83

Cited by 3 publications

(1 citation statement)

References 18 publications

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“…Further research should examine the perspectives and feelings of Black girls currently in K-12 settings. This research should affirm Black girls and their hair and center ways to promote critical discussion on hair discrimination (Young, Butler, King, & Wandix-White, 2021). Additionally, practitioner-based research should be done that provides educators with the tools to affirm, center, and facilitate critical lessons on Black hair that provide a voice for Black girls to express themselves.…”

Section: Introductionmentioning

confidence: 99%

(Re)Claiming our Crowns

Turner

Young

2022

Journal of African American Women and Girls in Education

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Black women’s hair has long been a pillar of Black culture and community. However, hairstyles worn by Black women and girls are vilified by society and forced to conform to white, hegemonic standards of beauty. This has translated directly into educational spaces where Black girls experience heavy policing by school and district-wide policies that negatively impact their views of themselves and their hair. The push for, and subsequent stall of, the CROWN Act to be passed in US states has revealed just how deeply rooted hair discrimination is in society and schools. This editorial affirms and celebrates the role of hair in the Black community and its importance in educational institutions.

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Section: Introductionmentioning

confidence: 99%

(Re)Claiming our Crowns

Turner

Young

2022

Journal of African American Women and Girls in Education

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“They Do Us Wrong”: Bringing Together Black Adolescent Girls’ Voices on School Staff’s Differential Treatment

Griffith

2023

Journal of Black Psychology

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During adolescence, Black girls face the developmental task of achieving a positive identity while developing skills to navigate hostile contexts, including schools. This study brings together quotes on student-staff interactions extracted during a qualitative meta-synthesis ( n = 64 quotes) to discuss how Black adolescent girls interpret being treated differently by staff. Black adolescent girls described differential treatment occurring because of one’s: (a) race such as Black students being treated less humanely and punished more severely; (b) gender such as staff inadequately responding to sexual harassment; (c) intersection of race and gender such as staff inequitably applying the dress code; and (d) perception of the individual such as staff viewing one as a “bad” student. It appeared that differential treatment largely rooted in one’s perceived racialized/gendered identity negatively impacted Black girls and simultaneously provided little recourse for addressing differential treatment, likely undermining their sense of school belonging. This study brings together the voices of Black adolescent girls published across articles to focus specifically on the process of differential treatment within student-staff relationships.

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Taking a Critical Look at Adolescent Research on Black Girls and Women: A Systematic Review

Agger

Roby

Nicolai

et al. 2022

Journal of Adolescent Research

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In the field of adolescent development, the language, theoretical frameworks, methods for collecting and analyzing data, and ways of interpretation that researchers use may advance notions of white supremacy and perpetuate racist ideas. Understanding how researchers study Black girls and women, in particular, is a critical step in working toward the production of science and knowledge that promotes an anti-racist and anti-sexist agenda and centers the voices of historically marginalized adolescents. Accordingly, we engaged in a systematic review (k = 48) with the goal of taking a critical look at how researchers study Black girls and women. Our synthesis of empirical articles from four prominent adolescent research journals published between 2010 and 2020 revealed themes related to (a) a dearth of critical theoretical frameworks, (b) a lack of acknowledgment of the intersectional experiences of Black girls and women, (c) differences in how researchers incorporate ethnic/racial information, (d) the use of a deficit perspective, and (e) the dominance of quantitative designs. We discuss these themes and conclude with recommendations for incorporating critical frameworks and more varied methodologies, issuing a call for adolescent development scholars to take a deeper, asset-based, and more critical approach to studying Black girls and their development.

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The Time is Now: (Re)visioning, (Re)assessing, and (Re)storing the State of Educational Research for African American Women and Girls

Cited by 3 publications

References 18 publications

(Re)Claiming our Crowns

(Re)Claiming our Crowns

“They Do Us Wrong”: Bringing Together Black Adolescent Girls’ Voices on School Staff’s Differential Treatment

Taking a Critical Look at Adolescent Research on Black Girls and Women: A Systematic Review

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