“I Love Us for Real”: Exploring Homeplace as a Site of Healing and Resistance for Black Girls in Schools

Kelly, Lauren Leigh

doi:10.1080/10665684.2020.1791283

Cited by 29 publications

(23 citation statements)

References 25 publications

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“…Overall, prior studies with Black college students (e.g., Hypolite et al, 2020) suggest that Black female friendships may offer a critical counterspace to authoritative discourses in mainstream U.S. society that marginalize Black women. While Kelly (2020) built on Goins’ (2011) work in a study on Black adolescent girls (ages 16–17) that explored how the 12th grade girls developed tools for navigating their predominantly white high school, we were unable to locate any studies on friendship and “homeplace” with Black undergraduate women. Thus, in the current study, we bridged Black feminist frameworks of friendship and resistance to provide a more holistic understanding of how Black undergraduate women cultivate and draw upon Black female friendships within PWI settings.…”

Section: The Current Studymentioning

confidence: 99%

“I Can be Unapologetically Who I Am”: A Study of Friendship Among Black Undergraduate Women at PWIs

et al. 2022

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The current study explores Black undergraduate women’s friendships using in-depth interview data from 47 women (18–24 years) attending predominantly white institutions (PWIs) in the United States. Drawing on consensual qualitative research methods, we considered the nature and importance of Black female friendships among Black undergraduate women. We identified the following themes: (a) friendship as a tool to mitigate bias and discrimination; (b) affinity groups as a gateway to friendship; and (c) friendship as a way to navigate intersectional identity development. Two subthemes within the final theme highlighted how Black female friends (1) affirmed their self-image; and (2) honored their unique, intersectional experiences. Our findings demonstrate how Black female friendships are “homeplaces” for Black undergraduate women, particularly in regards to identity development during emerging adulthood. We discuss how friendships with other Black women offer unique forms of support during Black undergraduate women’s journeys in PWI environments that may challenge their wellbeing.

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Section: The Current Studymentioning

confidence: 99%

“I Can be Unapologetically Who I Am”: A Study of Friendship Among Black Undergraduate Women at PWIs

et al. 2022

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“…hooks (1990) originally defined a “homeplace” as a site of healing and resistance that Black women created among themselves outside the physical spaces where they encountered racial oppression (e.g., places of employment). Since the original publication, education scholars have suggested that individuals can also create homeplaces within racially oppressive institutions, such as K–12 schools and universities (Kelly, 2020; Leath et al, 2022). Homeplaces arethe construction of a safe place where Black people can affirm one another and by so doing, heal many of the wounds inflicted by racist domination.…”

Section: Literature and Theory: Blackness Intersectionality Identity ...mentioning

confidence: 99%

“Our Community Is So Small”: Considering Intraracial Peer Networks in Black Student Adjustment and Belonging at PWIs

Leath

Quiles²,

Samuel³

et al. 2022

American Educational Research Journal

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Although Black students may share race-related experiences at predominantly White institutions (PWIs), they are a heterogeneous community with diverse identity beliefs, goals, and expectations about college. In the current study, we foreground how Black students at PWIs understand their racialized identities in relation to one another and within the broader university context. Drawing from interview data with 32 Black undergraduate students, we explore intraracial academic and social norms at two PWIs, with a particular focus on how students’ intersectional identities inform their relationships and experiences with other Black students. We add to the growing literature that actively challenges the homogenization of Black student populations and discuss how intraracial norms contribute to students’ campus adjustment and sense of belonging.

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“…GOC also partake in practices engendered from the (re)invention of literacies that hybridize both historical knowledges and contemporary popular and youth culture. Kelly (2020a, 2020b) investigated how Black girls analyzed and navigated racially oppressive schooling by leveraging “subversive literacies” (Kelly, 2020a)—including their engagements with music, art, literature, and conversations, as well as everyday—in and beyond the English classroom. Using Beyonce's “Black Parade” as theoretical grounding, Griffin (2021) explored how Black girls used their activist and cultural legacies of creating joyful spaces in the face of and in defiance of pain, while creating digital spaces that built on ever-expanding knowledges of technology and media.…”

Section: Theoretical and Empirical Building Blocksmentioning

confidence: 99%

Girls of Color Embodied and Experiential Dreams for Education

Player

2022

Journal of Literacy Research

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Through an exploration of an afterschool writing club for middle school girls of Color (GOC), this article puts forth the argument that GOC consistently leverage incisive critiques of schooling through multiple literacies, including embodied and experiential ways of knowing and communicating. However, oftentimes, these critiques are ignored because their literacies are marginalized, ignored, and misread. As informed by their lived and felt experiences, it becomes apparent how school has failed them and how they continue to persist in their learning, their work, and their building toward the futures they deserve and desire, sometimes in ways that are recognized by schools, sometimes in resistance to school standards. Further, the article puts forth a model of what education can look like when GOC multiple literacies are centered and celebrated. Educators, researchers, and policy makers must understand GOC as hopeful and desiring learners and create spaces that honor and respect their multifaceted literacies.

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“I Love Us for Real”: Exploring Homeplace as a Site of Healing and Resistance for Black Girls in Schools

Cited by 29 publications

References 25 publications

“I Can be Unapologetically Who I Am”: A Study of Friendship Among Black Undergraduate Women at PWIs

“I Can be Unapologetically Who I Am”: A Study of Friendship Among Black Undergraduate Women at PWIs

“Our Community Is So Small”: Considering Intraracial Peer Networks in Black Student Adjustment and Belonging at PWIs

Girls of Color Embodied and Experiential Dreams for Education

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