Creating Black Girl Space in St. Louis: Revisiting and Reclaiming Black Girl Voice in the Classroom

Butler‐Barnes, Sheretta T.; Evans, Khrysta A.; Leath, Seanna; Inniss-Thompson, Misha N.

doi:10.1080/0161956x.2023.2191565

Cited by 6 publications

(6 citation statements)

References 55 publications

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“…For example, McArthur and Lane (2019) found that when Black feminist educators emphasized radical hope and love in their pedagogical practices, Black girl learners felt empowered to problem-solve about issues that directly affected them, and felt supported emotionally and psychologically to think about how they could not only survive, but thrive in their daily contexts. Their findings echo related work on how pedagogies of hope (Mogadime, 2000) and politicized care practices (Butler-Barnes et al, 2023;Sears, 2010) disrupt school-based inequalities and oppressive educational practices that harm Black girls. In the current study, we wanted to consider whether Black mothers espoused a sense of radical hope to their children, in ways that might help them envision new possibilities about their futures.…”

Section: A Psychological Framework Of Radical Healing In Communities ...supporting

confidence: 57%

“Free Black Children…That Means Everything”: Black Mother’s Visions of Freedom Within a Radical Healing Framework

Leath,

Williams,

Quiles

et al. 2023

Journal of Black Psychology

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In the present qualitative study, we draw from a psychological framework of radical healing in communities of color to explore Black mother’s perspectives on what it means to raise free, Black children in the anti-Black racial context of the United States of America. Specifically, we consider the extent to which Black mother’s descriptions about supporting their children’s freedom involve new cultural and social norms that integrate personal wellness with collective social justice practices. We used consensual qualitative research methods to analyze semi-structured interview data from 31 Black mothers (28–50 years, M = 35, SD = 6.03) with children ranging from 6 months to 21 years old. We identified the following themes: promoting pro-Black critical consciousness, encouraging self-authentic expression through socioemotional support, and building strength and resistance through community care. Overall, we found that mothers viewed raising free, Black children as an inherent act of social justice, since they hoped to help their children learn to identify oppressive forces and engage in community-level efforts to promote social change and build a life-affirming future for themselves.

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Section: A Psychological Framework Of Radical Healing In Communities ...supporting

confidence: 57%

“Free Black Children…That Means Everything”: Black Mother’s Visions of Freedom Within a Radical Healing Framework

Leath,

Williams,

Quiles

et al. 2023

Journal of Black Psychology

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“…The girls supported one another through the culturally relevant STEM curriculum which emphasized the representation of successful Black women in science and offered insight for the girls to see themselves as having a STEM career 1 day (Scott-Johnson & Leggett-Robinson, 2020). Butler- Barnes et al (2023) discussed the importance of Black girl friendships and sisterhood in STEM spaces including how these friendships encouraged Black girls to navigate through biases, and discrimination and affirm their identities in educational settings. Black girls valued the friendships and social networks established with other Black girls through the program.…”

Section: Discussionmentioning

confidence: 99%

“…These findings point to the vitality and necessity of frameworks such as intersectionality and community cultural wealth in the research of Black girls in science education. In their narratives, the girls expressed the loneliness of being the only Black girl in their honors classes and how being Black and female influenced their aspirations of choosing a STEM career because of the lack of support they have received from their teachers in the classroom (Butler-Barnes et al, 2023;Nguyen et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…This narrow focus renders Black girl's experiences invisible, often leading to their decreased motivation to pursue STEM pathways (Collins et al, 2020). Further research highlights the systemic inequities Black girls face, hindering their achievement and success in STEM fields (Butler-Barnes et al, 2023;Lane & Id-Deen, 2020). These inequities manifest in several ways, such as limited access to advanced mathematics and science courses, an environment that discourages vocal classroom participation, pervasive stereotypes regarding their attire, intellectual capacities, and racial background, as well as the pressure to conform to dominant racial and gender norms, leading them to suppress their authentic selves (Collins et al, 2020).…”

Section: Black Girls and Women's Experiences In Stemmentioning

confidence: 99%

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High school Black girls’ experiences in a STEM after‐school program: A qualitative case study

Allen

2023

School Sci & Mathematics

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Due to limited research on Black girls in science education, this study focuses on the forms of capital Black girls cultivated through their participation in a community‐based STEM after‐school program. The study drew from the interviews and a focus group session of 10 Black girls and investigated their formal and informal experiences in science. Using intersectionality and community cultural wealth as theoretical perspectives, findings revealed that multiple forms of capital (aspirational, social, navigational, and familial) were fostered and interconnected throughout the program. The intersections of race and gender were also prominent contributions to the multidimensional, nuanced ways Black girls experience and flourish in STEM education. Implications and recommendations for future research on Black girls in science are discussed.

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“…While Black youth in general face elevated mental health challenges due to racism and oppression, Black girls have additional risk factors due to possessing an elevated propensity to experience sexual assault, adultification, and experience greater structural barriers to gender equity including limited educational and vocational opportunities and greater expectations for domestic service (Smith, 2019). These structural barriers negatively impact how Black girls view themselves and others like them (Butler-Barnes et al, 2023), which can lead to greater internalized racism and psychological distress (Stokes et al, 2020). In this sense, Black girls’ mental health is intricately tied to their experiences with structural and individual-level violence, thereby diminishing the cohesion of the collective.…”

Section: The Complex Mental Health Development Trajectory Of Black Girlsmentioning

confidence: 99%

Black girls don’t cry? Mental health, gender, and violence on the racialized periphery.

Ezell,

Patrick Ajayi,

Araia

et al. 2024

Qualitative Psychology

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In recent years, there has been an increase in mental health struggles among Black girls, with concurrent increases in interpersonal violence in this group. However, there has been limited research into the structural, environmental, and psychosocial risk factors associated with these increases. A lack of understanding of these dynamics has left a gap in the implementation of targeted mental health and violence prevention/mitigation strategies for this sociomedically vulnerable population. Using semistructured interviews with staff at five high schools in the metropolitan Chicago area (n = 32), including teachers (n = 14), administrators (n = 9), and security officials (n = 9), we assessed perspectives on the mental health profiles and violence involvement of Black teen girls using abductive analysis and constant comparative methods. Respondents consistently indicated that violence was either more frequent among Black girls or felt more intractable, relative to (Black) males or other non-Black female students. Primary risk factors discussed included Black girls' recurrent exposure to neighborhood deprivation and limited psychosocial and institutional support. Black girls who perpetrate or are victims of violence face complex identity formation challenges that are amplified by mental health challenges resulting from broader racial and gendered structures. School and community-based interventions must consider the intersectional complexities that entrench mental illness and violence in this population as a clustered co-occurring phenomenon, focusing on structural and in-school supports and adult stakeholder trainings around implicit bias and cultural humility.

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Creating Black Girl Space in St. Louis: Revisiting and Reclaiming Black Girl Voice in the Classroom

Cited by 6 publications

References 55 publications

“Free Black Children…That Means Everything”: Black Mother’s Visions of Freedom Within a Radical Healing Framework

“Free Black Children…That Means Everything”: Black Mother’s Visions of Freedom Within a Radical Healing Framework

High school Black girls’ experiences in a STEM after‐school program: A qualitative case study

Black girls don’t cry? Mental health, gender, and violence on the racialized periphery.

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