Policing Black femininity: the hypercriminalization of Black girls in an urban school

Farinde-Wu, Abiola; Butler, Bettie Ray; Allen-Handy, Ayana

doi:10.1080/09540253.2022.2072477

Cited by 6 publications

(6 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Conversely, in BGM, participants did not have to show up in ways that meet dominant White and cis-gendered expectations of femininity or “respectable” forms of emotional expression and communication (Farinde-Wu et al, 2022; Nyachae & Ohito, 2019). For instance, in BGM, the girls did not have to worry about the Black women co-facilitators calling them “disrespectful” for voicing their opinions.…”

Section: Discussionmentioning

confidence: 98%

“…There is freedom in feeling safe to express a full range of emotions in the company of people who have your back–who will be there to hold you when the feelings get tough and offer a space to process those feelings when the tears have stopped flowing. In contrast to the myriad ways anti-Black girl policies and practices suppress and invalidate Black girls’ feelings (Butler-Barnes et al, 2019; Carter Andrews et al, 2019; Farinde-Wu et al, 2022), Black girl spaces like BGM encourage girls’ emotionality and offer a healing-focused vision of educational care work and pedagogical love (hooks, 1994 [pp. 13-22]; McArthur & Lane, 2019).…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Seeing Black Girls in Their Glory: Cultivating Spaces that Facilitate Black Girls’ Psychological Safety

Inniss-Thompson,

Leath,

Harris

2024

Journal of Black Psychology

View full text Add to dashboard Cite

Black girls are regularly exposed to physical, emotional, and psychological violence in schools. Spaces intentionally created for and by Black girls can offer them psychological safety, where they can feel comfortable being their authentic selves. In the current qualitative study, we explore Black adolescent girls’ sense of psychological safety using individual, semi-structured interviews with 16 girls ( Mage = 17.36 years) who participated in Black Girl Magic Crew (BGM), an after-school program in the southeastern United States. This program was created for and with Black girls and focused on their identity development, mental health, and academic preparation. Drawing on the psychological framework of radical healing and Black feminism in qualitative inquiry, we depict the practices and curricular elements that enabled the girls to feel psychologically safe in BGM. Findings demonstrated that within BGM, participants (a) were validated, (b) seen in their glory, and (c) freely expressed themselves. The authors discuss the implications of study findings for Black girls’ psychological safety and co-creating Black girl spaces that prioritize liberation and healing.

show abstract

Section: Discussionmentioning

confidence: 98%

Section: Discussionmentioning

confidence: 99%

Seeing Black Girls in Their Glory: Cultivating Spaces that Facilitate Black Girls’ Psychological Safety

Inniss-Thompson,

Leath,

Harris

2024

Journal of Black Psychology

View full text Add to dashboard Cite

show abstract

“…An additional irony for Black girls in schools is that while they are under-researched, they are also over-disciplined (Farinde-Wu, Butler, & Allen-Handy, 2022). Disciplinary measures in public schools excessively affect Black girls, leading to negative consequences for their education and well-being.…”

Section: Intersections Of Race and Gender In Disciplining Black Girlsmentioning

confidence: 99%

Understanding the assignment: the lived experiences of Black girls at a predominantly white independent school

Harley

View full text Add to dashboard Cite

Many thanks to everyone who supported me throughout the past eight years. Special thanks to my chair, Dr. Cherese Childers-McKee, whose unfailing support has been personally and professionally appreciated. Thanks to my second reader, Dr. Mounira Morris, for joining the team. Dr. Takiyah Nur Amin, thank you for encouraging me to pursue this degree and for returning to serve as my third reader. Endless gratitude to the friends and family who have cheered me on through this journey. Diosa Adams and Family, Vannessa Carrington, Rebecca Eury, Tuwana Bias Ford and Family, Aleda Harley, Laura Huffman, and Abe Stroock, thank you, thank you. Christina, Elise, Elizabeth, Genevie, Giselle, Jessie, Joie, and Tracey -thank you. Thank you for your willingness to revisit key moments in your identity development at Arlington Hall. I am so honored to have had the opportunity to work with you one last time. Continue to thrive. You are everything. 4 Dedication This dissertation is dedicated to my parents, Roosevelt and Lois Harley. Thank you for being my first teachers and for instilling in me a love of learning. This degree is yours as much as mine.

show abstract

“…It is necessary to study Black girls and Black women at the intersection of race and gender to truly understand the challenges faced by this population (Young, 2020). Black girl students continue to have false and detrimental narratives perpetuated about them for merely being and attempting to navigate in schools due to anti-Black policies and bias from parties that establish and uphold systems and structures within schools (Blake et al, 2011;Farinde-Wu et al, 2022). Past research and data showed that black girls are disciplined more severely and suspended at higher numbers than the rest of their peers (Hines-Datiri & Andrews, 2017;Turner & Young, 2022).…”

Section: Narratives Of Black Girlsmentioning

confidence: 99%

“…The exclusion and punishment of Black girls and women have been well documented by researchers like Farinde-Wu (2022), who found they are forced out of institutions and, most times, continue to have challenges throughout their lives. Much needs to be shifted in K-12 schools in the United States to ensure Black girls and women have better learning and working experiences.…”

Section: Sense Of Belongingmentioning

confidence: 99%

For us, by us: an examination of the unique experiences of Black women educators in K-12 schools

Sharpe-Porter

View full text Add to dashboard Cite

Since I was four years old, I can remember dreaming of one day becoming a doctor. This accomplishment was a dream deferred that has become my reality! Every triumph and tribulation in my life so far has prepared me for this moment. I couldn't have made it to this point in my life without faith in God's plan. -Jeremiah 29:11To my fiancé, Kurt, I thank you for the patience, the kindness, the grace, and the love. Your unwavering belief in my abilities to achieve all my goals and make my dreams realities truly inspires me day to day. Locked in for life! To my friends and loved ones, thank you for every word of encouragement, moment of needed distraction, and prayer

show abstract

Policing Black femininity: the hypercriminalization of Black girls in an urban school

Cited by 6 publications

References 25 publications

Seeing Black Girls in Their Glory: Cultivating Spaces that Facilitate Black Girls’ Psychological Safety

Seeing Black Girls in Their Glory: Cultivating Spaces that Facilitate Black Girls’ Psychological Safety

Understanding the assignment: the lived experiences of Black girls at a predominantly white independent school

For us, by us: an examination of the unique experiences of Black women educators in K-12 schools

Contact Info

Product

Resources

About