The State of Black Girls in Alternative Education: Understanding the Educational and Well-Being Needs of Black Girls, A Delphi Study

• In Event: The Safety of Black Students in Schools

Abstract

Current data reveals that Black girls experience a disproportionate prevalence of severe disciplinary actions leading to their exclusion from conventional learning environments and hindering their well-being and resilience. School pushout (Morris, 2016), adultification bias (Epstein et al., 2017), and referrals (Blake et al., 2010) are significant factors influencing the entry of Black girls into alternative education. Recognizing the diversity among Black girls and their multifaceted symbolic representations, this project employs a two-round Delphi survey to establish priorities for improving the academic and well-being outcomes of Black girls in alternative learning environments. As we endeavor to empower and support Black girls, this research aims to uncover the essential measures required to enhance academic and socio-emotional well-being within the realm of alternative education. It reconnects with the fundamental purpose of alternative education: to furnish students with distinctive learning environments where they can flourish and achieve success.

Authors

• Taryrn Tinasha Chemwandoita Brown, University of Florida

• Kandysee Leonard, University of Florida

• Deandra West, University of Florida