Black Females "Place" in Desegregated Classrooms

Les interactions entre le sexe, la race et l’origine sociale et les représentations des rapports avec le personnel enseignant

“…Sur ce point, l'étude de Grant (1984), qui démontre que les jeunes filles noires dans des classes «dé-ségréguées» ou mixtes en fait de sexe et d'origine raciale aux États-Unis sont encouragées à assumer les rôles stéréotypés des femmes noires dans la société américaine, illustre bien comment le personnel enseignant peut renforcer la différenciation sociale. Plus près de nous, le Conseil supérieur de l'éducation (1993) laisse entendre que la réalité pluriethnique est souvent traitée en bloc monolithique.…”

“Speaking Up” and “Speaking Out”: Examining “Voice” in a Reading/Writing Program with Adolescent African Caribbean Girls

“…For example, Kunjufu (1984) claimed that African American girls are successful because their mothers raise them to be "academically aggressive"; and Hale (1982) claimed that African American girls "naturally" do well in school. However, a range of research shows that Black girls are expected to adopt "female" roles of passivity and complacency; they are invisible to teachers as serious learners; they receive less encouragement and rewards; they are assessed for their social skills rather than academic achievement; they are evaluated by their physical characteristics such as hair texture and skin color; they are considered sex objects as they mature (Evans, 1992;Grant, 1984;Okazawa-Rey, Robinson, & Ward, 1987).…”

Effects of Gender, Ethnicity, and School Equity on Students' Leadership Behaviors in a Group Game

“…However, other analyses indicate that minority females may be placed at a disadvantage in desegregated classrooms. Grant (1984) found that black females were encouraged to enhance social skills instead of academic skills, to act as "go-betweens" for other students. Her qualitative analysis examined the helping relationships, peer networks, and physical interactions of desegregated first graders.…”

“…These schooling processes are profoundly affected by the gender and ethnicity of the students, teachers, and administrators involved. Public schools transmit hierarchical arrangements of status through formal and informal curricula, academic skills, and social behaviors such as leadership (Bowles & Gintis, 1976;Grant, 1984;ladicola & Moore, 1983).…”