A Methodological Renaissance: Expanding Intersectional Approaches for Black Girls in Education

Session Type: Symposium

Abstract

The papers in this session will showcase how Black women early career scholars engage in critical methodological approaches that challenge limited ideologies and approaches to conducting programs and research among Black girls and women. This workshop will provide a counterspace for attendees to problematize, reflect, and practice designed methods that center the complex identities that Black girls and women have. More specifically the intersectional methodological approaches will focus on daily dairies as a form of advocacy, family processes and interviewing, developing culturally relevant and social justice curriculum, and card selection task interviewing. Implications will share how researchers can uplift and highlight the voices of Black girls and women in future studies through theory, research, and practice.

Sub Unit

• Committee on Scholars and Advocates for Gender Equity in Education

Chair

• ReAnna S. Roby, University of Minnesota

Papers

• “She Has the Prototype”: Using Black Girls’ Daily Dairies to Elicit Programmatic Change - Whitney N. McCoy, Duke University

• Storied Revelations of Black Girlhood: A Family Process Perspective - Marketa Burnett, University of Connecticut

• Shifts in Black Girls’ Perceptions of Self Through Lotions and Potions: Science Through Hair Care - Rasheda Likely, Kennesaw State University

• Black “Tech” Girl Magic: How a Virtual Computer Science Summer Camp Created Community and Intersectional Representation for Black Girls - Khalia Braswell, Temple University

• Using a Card Selection Task to Understand Black Women Student Athletes’ Identities - Miray Seward, American Camp Association

Discussant

• Lauren C. Mims, New York University