Loud, Proud, and Love a Crowd—Remix

• In Event: Umoja: On One Accord, the Right to Know, Think, and Aspire Among African American Girls

Abstract

Historically, adolescent African American males have been disproportionately subjected to the harshest and most exclusionary school discipline practices (Losen & Skiba, 2010; Losen & Martinez, 2013; Townsend, 2000). They have also experienced the school-to-prison pipeline at rates higher than African American females and students from other racial backgrounds (Blake et al., 2010). National conversations about exclusionary discipline practices and the school-to- prison pipeline have naturally focused primarily on African American males. More recently, however, African American girls experience exclusionary discipline practices and school-to- prison pathways at rates that, in some cases, exceed African American males (Blake et al., 2010). Consequently, national conversations can no longer be single-gendered (Crenshaw et. al, 2015). African American girls must also be central to discussions about school discipline and the school-to-prison pipeline (Blake et al., 2010). This paper shines klieg lights on middle grade African American girls’ subjection to exclusionary school discipline, the school-to-prison pipeline, and negative and stereotypical perceptions. Lastly, this author draws from the literature and her personal experiences working with middle grade girls with multiple school suspensions. She concludes the discussion with culturally responsive recommendations for equitable school discipline practices.

Author

• Brenda L. Townsend Walker, University of South Florida