When Diversity is Not Enough: An Intersectional Examination of How Juvenile Legal System Actors of Color Experience the System’s Welfare Mandate for Girls of Color

School as a hostile institution: How Black and Immigrant Girls of Color Experience the Classroom

Gender & Society ◽

10.1177/08912432211057916 ◽

2021 ◽

pp. 089124322110579

Author(s):

Ranita Ray

Keyword(s):

Black Girls ◽

Colonial Education ◽

Academic Gains ◽

Race And Class ◽

Racial Harassment ◽

Color Experience ◽

Girls Of Color ◽

Economically Marginalized ◽

Gender Revolution

The paradox of girls’ academic gains over boys, across race and class, has perplexed scholars for the last few decades. Through a 3-year longitudinal ethnography of two predominantly economically marginalized and racially minoritized schools, I contend that while racially marginalized girls may have made academic gains, school is nevertheless a hostile institution for them. Focusing on the case of Black girls and recent immigrant girls of color, I identify three specific ways in which school functions as hostile institution for them: (1) gendered racial harassment from teachers, (2) erasure of intellect, and (3) estrangement within their communities. Furthermore, the denigration of immigrant girls becomes the conduit for misogynoir. I find that the gains of some racially marginalized girls in school often justify hostility against all of them. Bringing into conversation a feminist analysis of schooling that rejects girls’ educational gains as ubiquitous evidence of a gender revolution with a Black-colonial education framework that emphasizes schooling as a technology of oppression, I explore the current role of school as a hostile institution for Black girls and immigrant girls of color.

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Flipping the Script: The Dangerous Bodies of Girls of Color

Culture Studies &#x2194 Critical Methodologies ◽

10.1177/1532708616684867 ◽

2017 ◽

Vol 17 (5) ◽

pp. 415-423 ◽

Cited By ~ 15

Author(s):

Venus E. Evans-Winters ◽

Keyword(s):

High School ◽

High School Students ◽

Action Research ◽

Participatory Action Research ◽

Research Process ◽

Black Girls ◽

Participatory Action ◽

School Students ◽

Color Experience ◽

Girls Of Color

Girls of color have been left out of discussions on youth participatory action research (YPAR) as well as gender- and race-based scholarship related to school marginalization. How Black girls and other girls of color experience girlhood is undertheorized. In this particular discussion, high school girls themselves expose the ways in which girls are punished in schools. Using participatory action research (PAR), high school students unveil girls of color experiences in schools as “dangerous bodies.” The author asseverates that Black girls and other girls of color “flip the script” by becoming conscientious and active agents in social change through the research process.

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Unjustified: Youth of Color Navigating Police Presence Across Sociospatial Environments

Race and Justice ◽

10.1177/2153368717741346 ◽

2018 ◽

Vol 10 (3) ◽

pp. 297-319 ◽

Cited By ~ 2

Author(s):

Ana Lilia Campos-Manzo ◽

Marisol Flores ◽

Denise Pérez ◽

Zoe Halpert ◽

Kevin Zevallos

Keyword(s):

The United States ◽

Black Boys ◽

Youth Of Color ◽

Marginalized Communities ◽

Color Experience ◽

Girls Of Color ◽

Police Contact ◽

Semistructured Interviews ◽

Youth Centers ◽

Police Presence

Hyper-surveillance in marginalized communities places Brown and Black boys at a high risk of involuntary police contact. Prior research, however, has primarily focused on the experiences of youth already labeled delinquent, and has only just begun to explore girls’ lived experiences and differentially surveilled spaces. The current study engages a sociospatial qualitative approach to explore how 84 nondelinquent boys and girls of color experience police presence across a racially/ethnically and socioeconomically segregated metropolitan area in the Northeast region of the United States. Specifically, 41 boys and 43 girls, ages 9–17, of African-American, Latina/Latino, Jamaican-American, Nigerian/Saint Lucian, and multiracial/ethnic descent, participated in semistructured interviews at four community youth centers. The results suggest that nondelinquent youth of color experience police presence in gendered and racialized ways in public spaces, and that such experiences vary across racially/ethnically and socioeconomically segregated cities and suburbs.

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