Speak Out and Speak Up: Positive Impacts of Dramatic Art on Literacies of Black Girls

• In Event: (Mis)Educating (Black) Sexed and Gendered (Some)Bodies

Abstract

This qualitative study examined the influence of drama participation on foundational, digital, and Black Girls’ literacies of urban middle school Black girls. Culturally Relevant Arts Education (CRAE) with Black Feminist Thought Epistemology was used as the guiding framework. Purposive criterion sampling was used to recruit participants. Case study research design using Semi-Structured Interview, Focus Group, and Writing Prompt methods were conducted with five Black female participants; four were middle school students; one was a Black female drama teacher. The findings of the study suggest that Black girls who participated in drama 1) Explored CRAE through drama, 2) Experienced enhanced foundational language, 3) Acquired more positive empowered racial and gender identities, and 4) Demonstrated effective management of social media engagement.

Author

• Portia M. York, University of North Carolina - Charlotte