Department of Teaching, Learning, and Teacher Education
Document Type
Article
Date of this Version
Fall 2016
Citation
The High School Journal, Volume 100, Number 1, Fall 2016, pp. 4-25
Abstract
This article takes up the questions: (a) How do Black female adolescents define racism?, (b) What kind of experiences with racism to they report having in schools?, and (c) How can these perspectives and experiences inform educational reform efforts? The in-depth analysis of 18 student surveys and interviews revealed that most of the definitions of racism centered on prejudice, discrimination, and differential treatment; and most of the experiences the girls described regarding racism in school illustrated issues of prejudice, discrimination, and differential treatment as well as stereotypes, labels and low teacher expectations. Critical Race Theory, Critical Race Feminism, and Black Feminist Thought were used as interpretive theoretical frameworks. Implications for teacher education, secondary education and broad reform efforts are discussed.
Included in
Curriculum and Instruction Commons, Teacher Education and Professional Development Commons
Comments
© 2016 The University of North Carolina Press. Used by permission.