The Case for an Intersectional Approach to Trauma-Informed Practices in K–12 Schools for Black Girls

• In Event: Fairmont Roundtable Session Twelve
  In Roundtable Session: The Kids Ain't Alright, but Gonna Be Alright: K–12 Students of Color Facing Psychological Trauma (Table 20)

Abstract

Black girls are the only group of girls across the US disproportionally suspended. While studies have documented that disproportionality cannot be solely explained by greater misbehavior among students of color and that discipline disparities are also informed by punitive/inequitable discipline policies and practices, less discussed has been the relationship between adverse childhood experiences and school suspension outcomes at the intersection of race and gender. Examining this relationship is important and timely as schools are increasingly providing trauma-informed practices to support socio-emotional learning skills of students. Yet doing so without research informed practices on ACEs may render these practices insufficient for Black girls. We call for an intersectional analysis of adverse childhood experienced to better inform trauma-informed practices for Black girls.

Authors

• Andrea A. Joseph, University of Tennessee
  Non-Presenting Author

• Jane Elizabeth Sanders, King's University College
  Non-Presenting Author

• Patricia Bamwine, University of Tennessee, Knoxville
  Non-Presenting Author

• Kenyette Garrett, University of Tennessee
  Presenting Author