Creating Black Girl Space in St. Louis: Revisiting and Reclaiming Black Girl Voice in the Classroom

• In Event: "I'm Trying to Get Free": Black Girls' Resistance and Reclamation in Educational Spaces

Abstract

Purpose

Black girls have unique racialized and gendered statuses. Because Black girls must contend with racist tropes and stereotypes (Carter-Andrews et al., 2019; Morris, 2007), it is important to examine how schools shape their developmental competencies. Our study explores how specific school settings shape Black girls’ wellbeing, academic attitudes and beliefs, and overall experiences, noting the similarities and the differences in the space they occupy. Data collection included focus groups with a sample of socioeconomically diverse Black girls (N = 30, Mage = 12.64 years) who attended predominately white, black, and racially and ethnically diverse schools.
We draw on Black Feminist Theory (BFT) to understand how Black girls attain acknowledgment, respect, and achievement in academic settings that deem them "less than" due to their race and gender identities (Collins, 2000). Black girls' experiences in the classroom are often misunderstood or entirely missed by focusing on race or gender as independent constructs. BFT challenges us to move beyond descriptions of Black girls' experiences as students to anti-racist and anti-sexist solutions that will eradicate their ongoing marginalization. We also draw on the Integrative Model for the Developmental Competencies of Minority Children (Garcia-Coll et al., 1996) to highlight how school environments can serve as a space that promotes learning, or it can serve as a space that inhibits learning.

Perspective

Inductive analytic techniques were used to identify themes based on the lived experiences of Black girls across these school settings. Two themes emerged that centered on the intersectionality of race, class, and gender in their educational experiences, including (1) the misconception of Black girls and (2) resisting and reclaiming.



1. Misconception of Blacks Girls: Black girls perceived anti-blackness bias from teachers, staff, and administrators. Black girls were also perceived as unintelligent and received little to no support from teachers in school about their academic achievement and safety. Black girls reported receiving negative treatment based on their race and gender from teachers and peers.


2. Resisting and Reclaiming: Black girls discussed being proud to be Black and being a Black girl. Black girls also discussed the importance of self-acceptance and being comfortable with their identity, especially in predominately White schools. Black girls also talked about the importance of creating Black girl space and friendships.

Discussion

Building on the literature about Black girls' educational experiences, our sample included a socioeconomically diverse sample of Black girls who attended districts with varying racial and ethnic compositions. Our findings have implications for professional development for teachers and student programming that should be intersectional, centering on anti-blackness and anti-sexist thinking. It is also vital to allow Black girls to create their own spaces in schools. Black girlhood is an important part of adolescence, and experiences in school shape Black girls' identity and sense of self. Recognizing the challenges and strengths in the school context can lead to safe spaces that value their assets and support Black girls thriving.

Authors

• Sheretta T. Butler-Barnes, Washington University in St. Louis
  Presenting Author

• Khrysta Evans, University of Wisconsin - Madison
  Non-Presenting Author

• Seanna C. Leath, Washington University in St. Louis
  Non-Presenting Author

• Misha N. Inniss-Thompson, Cornell University
  Non-Presenting Author

• Marketa Burnett, University of Connecticut
  Non-Presenting Author