SEE OUR CROWNS: AN ANALYSIS OF BLACK GIRLS’ EXPERIENCES IN AMERICAN HIGH SCHOOLS AND THE IMPACT OF AFRICANA WOMANISM
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Abstract
For the purpose of this work, any and all mentions of Black Girls are inherently inclusive of Black Queer, Black Non-Binary, Black Transgender, and Black Non-Gender-Conforming students and their intersectional identities. The work conducted in this project details the experiences of Black Girls in American schools. Trends in exclusionary discipline in American high schools (specifically in Delaware and in Illinois) were analyzed, revealing significant disparities between Black and white girls. There was also a deep erasure of the perspectives, the knowledges, and the experiences of Black Girls, which is the by-product of a system rooted in colonial conditioning. Disciplinary data and Black Girls’ oral histories were combined to generate insights on reinventing schooling and education as locations of safety, of community, of healing, and of personal development for Black Girls and Black Queer people, as well as all other students.
Keywords: African-American Studies, Black Girlhood Studies Education, Pedagogy