Growing Black Roses From White Concrete: African American Girl Reflections on Urban Schooling and Reform

• In Event: Affirming Black Girls in K–12 Settings Through Intersectional Analyses

Abstract

This phenomenological study explores the experiences of Black girls in U.S. public schools. Using critical race theory as the theoretical and analytical framework, this study examines both student engagement and school disaffection through the lens of Black girl intersectionality. Participants (Black girls, ages 19-35) provide individual reflections of their past schooling experiences and also detail critical needs in educational reform. Using semi-structured interviews, participants provide in-depth perspectives of their public schooling experiences. The study’s major findings include the following themes: caring teachers and school discipline reform. The study’s findings surface some important topics in urban education, especially in regards to Black girl students.

Authors

• Marcia J. Watson-Vandiver, Towson University
  Presenting Author

• Tamera D. Moore, Towson University
  Presenting Author

• Deneen S Dixon-Payne, Towson University
  Presenting Author