This article explores how extracurricular programs designed as interventions in the criminalization of Black girls may constrict their identities. Through a womanist theoretical framework, authors investigate the discourses about Black girlhood that permeate one extracurricular initiative which aims to counter the effects of exclusionary discipline practices on Black girls. The authors find that these discourses advance respectability politics, thus reinforcing an exclusive model of ideal Black girlhood as one aligned with White, Western, Judeo-Christian, patriarchal, heterosexist, and middle-class values. Authors conclude with suggestions for how extracurricular initiatives may develop programming and curricula that are inclusive of pluralized Black girlhoods.
Entanglements of power, language, identities, and ideologies perturb Black feminist poets and Critical Discourse Analysis (CDA) scholars alike. Here, we detail our use of Black feminist poetry to address concerns with rigor in CDA. We marry Black feminist theorizing about language to feminist CDA to illuminate how—for qualitative data analysis—poetry can foster rigor. Poetry also illuminates the suitability of feminist CDA for the Black feminist project of unveiling Black women’s discursive subjugation. Through poetry, we deconstruct and reconstruct initial analysis of data, then construct new analyses from emerging insights. Black feminist poetry provided a pathway for us to demonstrate rigor by (a) engendering precise identification, distilling, and conveying of evidence substantiating findings; (b) enriching researcher triangulation by prompting deepened dialogue—about and with data—to occur for coresearchers; and (c) stimulating reflexivity. We conclude with questions useful for leveraging Black feminist poetry for rigorous, expressly political critical qualitative inquiry.
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