The African American Policy Forum and the Center for Intersectionality and Social Policy Studies ... more The African American Policy Forum and the Center for Intersectionality and Social Policy Studies states, “The risks that Black and other girls of color confront rarely receive the full attention of researchers, advocates, policymakers, and funders.” The limited awareness of the challenges that Black girls face perpetuates the mischaracterization of their attitudes, abilities, and achievement. Thus, school becomes an inhospitable place where Black girls receive mixed messages about femininity and goodness and are held to unreasonable standards. This study explores how Black girls describe and understand their school experiences as racialized and gendered and the ways a conversation space allows Black girls’ meaning making about and critical examination of individual and collective schooling experiences.
The African American Policy Forum and the Center for Intersectionality and Social Policy Studies ... more The African American Policy Forum and the Center for Intersectionality and Social Policy Studies states, ''The risks that Black and other girls of color confront rarely receive the full attention of researchers, advocates, policymakers, and funders.'' The limited awareness of the challenges that Black girls face perpetuates the mischaracterization of their attitudes, abilities, and achievement. Thus, school becomes an inhospitable place where Black girls receive DORINDA J. CARTER ANDREWS is professor and chairperson of teacher education at Michigan State University.. Her research broadly focuses on issues of racial equity and justice in teacher education and P-21 educational contexts. She utilizes qualitative methodologies and critical race and gender frameworks to examine race and racism in schools, urban teacher preparation, and Black education. TASHAL BROWN is a doctoral student in curriculum, instruction, and teacher education at Michigan State University and a former middle and high school teacher. Her research interests focus on critical civic literacies, Black feminist epistemologies, and interrogations of power and identity within teacher education and K-12 classrooms. ELIANA CASTRO is a doctoral student in curriculum, instruction, and teacher education at Michigan State University. Her research interests center on the teaching and learning of race/ethnicity and racism in P-12 classrooms, as well as the experiences of students and teachers of color in schools. She also investigates the inclusion of Black and Latinx identities and communities in history and social studies curriculum. EFFAT ID-DEEN is a doctoral student in curriculum, instruction, and teacher education at Michigan State University and a former middle school teacher and community-based social worker. Her academic and research interests broadly focus on race, culture, and equity in schools and spaces of education. She also examines the racial under-standings, racial identity, and racialized experiences of Black male youth in middle school contexts. Article reuse guidelines: sagepub.com/journals-permissions Ó 2019 AERA. http://aerj.aera.net mixed messages about femininity and goodness and are held to unreasonable standards. This study explores how Black girls describe and understand their school experiences as racialized and gendered and the ways a conversation space allows Black girls' meaning making about and critical examination of individual and collective schooling experiences.
The questions explored in this article highlight the insights girls of colour gained through part... more The questions explored in this article highlight the insights girls of colour gained through participation in a community-based organization’s core course centreing examinations of power and oppression. Given that the experiences of girls of colour are often essentialized, this study highlights how their varied socio-political realities influence how they utilize curriculum and pedagogy that employs an intersectional lens to make sense of the oppressive ideologies, systems, and structures that impact the material conditions of their lives. The thoughts and perspectives shared by the girls in this study demonstrate how a curriculum that facilitates access to terminology focussed on systems of power and oppression helps them to name, understand, and draw connections to their identities and lived experiences. The girls’ reflections also attest to the transformations and coalitional thinking cultivated through opportunities to engage with the diverse perspectives shared through their individual and collective narratives about their experiences with institutional, interpersonal, and internalized oppression. The knowledge and validation the girls received from their peers and faculty members strengthened their ability to critique and confront social injustice in their daily lives.
The African American Policy Forum and the Center for Intersectionality and Social Policy Studies ... more The African American Policy Forum and the Center for Intersectionality and Social Policy Studies states, ''The risks that Black and other girls of color confront rarely receive the full attention of researchers, advocates, policymakers, and funders.'' The limited awareness of the challenges that Black girls face perpetuates the mischaracterization of their attitudes, abilities, and achievement. Thus, school becomes an inhospitable place where Black girls receive mixed messages about femininity and goodness and are held to unreasonable standards. This study explores how Black girls describe and understand their school experiences as racialized and gendered and the ways a conversation space allows Black girls' meaning making about and critical examination of individual and collective schooling experiences.
The African American Policy Forum and the Center for Intersectionality and Social Policy Studies ... more The African American Policy Forum and the Center for Intersectionality and Social Policy Studies states, “The risks that Black and other girls of color confront rarely receive the full attention of researchers, advocates, policymakers, and funders.” The limited awareness of the challenges that Black girls face perpetuates the mischaracterization of their attitudes, abilities, and achievement. Thus, school becomes an inhospitable place where Black girls receive mixed messages about femininity and goodness and are held to unreasonable standards. This study explores how Black girls describe and understand their school experiences as racialized and gendered and the ways a conversation space allows Black girls’ meaning making about and critical examination of individual and collective schooling experiences.
The African American Policy Forum and the Center for Intersectionality and Social Policy Studies ... more The African American Policy Forum and the Center for Intersectionality and Social Policy Studies states, ''The risks that Black and other girls of color confront rarely receive the full attention of researchers, advocates, policymakers, and funders.'' The limited awareness of the challenges that Black girls face perpetuates the mischaracterization of their attitudes, abilities, and achievement. Thus, school becomes an inhospitable place where Black girls receive DORINDA J. CARTER ANDREWS is professor and chairperson of teacher education at Michigan State University.. Her research broadly focuses on issues of racial equity and justice in teacher education and P-21 educational contexts. She utilizes qualitative methodologies and critical race and gender frameworks to examine race and racism in schools, urban teacher preparation, and Black education. TASHAL BROWN is a doctoral student in curriculum, instruction, and teacher education at Michigan State University and a former middle and high school teacher. Her research interests focus on critical civic literacies, Black feminist epistemologies, and interrogations of power and identity within teacher education and K-12 classrooms. ELIANA CASTRO is a doctoral student in curriculum, instruction, and teacher education at Michigan State University. Her research interests center on the teaching and learning of race/ethnicity and racism in P-12 classrooms, as well as the experiences of students and teachers of color in schools. She also investigates the inclusion of Black and Latinx identities and communities in history and social studies curriculum. EFFAT ID-DEEN is a doctoral student in curriculum, instruction, and teacher education at Michigan State University and a former middle school teacher and community-based social worker. Her academic and research interests broadly focus on race, culture, and equity in schools and spaces of education. She also examines the racial under-standings, racial identity, and racialized experiences of Black male youth in middle school contexts. Article reuse guidelines: sagepub.com/journals-permissions Ó 2019 AERA. http://aerj.aera.net mixed messages about femininity and goodness and are held to unreasonable standards. This study explores how Black girls describe and understand their school experiences as racialized and gendered and the ways a conversation space allows Black girls' meaning making about and critical examination of individual and collective schooling experiences.
The questions explored in this article highlight the insights girls of colour gained through part... more The questions explored in this article highlight the insights girls of colour gained through participation in a community-based organization’s core course centreing examinations of power and oppression. Given that the experiences of girls of colour are often essentialized, this study highlights how their varied socio-political realities influence how they utilize curriculum and pedagogy that employs an intersectional lens to make sense of the oppressive ideologies, systems, and structures that impact the material conditions of their lives. The thoughts and perspectives shared by the girls in this study demonstrate how a curriculum that facilitates access to terminology focussed on systems of power and oppression helps them to name, understand, and draw connections to their identities and lived experiences. The girls’ reflections also attest to the transformations and coalitional thinking cultivated through opportunities to engage with the diverse perspectives shared through their individual and collective narratives about their experiences with institutional, interpersonal, and internalized oppression. The knowledge and validation the girls received from their peers and faculty members strengthened their ability to critique and confront social injustice in their daily lives.
The African American Policy Forum and the Center for Intersectionality and Social Policy Studies ... more The African American Policy Forum and the Center for Intersectionality and Social Policy Studies states, ''The risks that Black and other girls of color confront rarely receive the full attention of researchers, advocates, policymakers, and funders.'' The limited awareness of the challenges that Black girls face perpetuates the mischaracterization of their attitudes, abilities, and achievement. Thus, school becomes an inhospitable place where Black girls receive mixed messages about femininity and goodness and are held to unreasonable standards. This study explores how Black girls describe and understand their school experiences as racialized and gendered and the ways a conversation space allows Black girls' meaning making about and critical examination of individual and collective schooling experiences.
Uploads
Papers by Tashal Brown
Refereed Articles by Tashal Brown