Exploring Black Girls’ Subversive Literacies as Acts of Freedom

2020 ◽  
Vol 52 (4) ◽  
pp. 456-481
Author(s):  
Lauren Leigh Kelly
Keyword(s):  
Black Women ◽  
Literacy Practices ◽  
The United States ◽  
Black Girls ◽  
Racial Equity ◽  
Race And Gender ◽  
Consciousness Development ◽  
History Of ◽  
And Gender ◽  
Young Black Women

Research on Black girls’ and women’s literacies reveals how they utilize literacy practices to resist oppression and define their identities. Yet, these practices are frequently absent from or marginalized in formalized schooling spaces. In addition, Black girlhood is rarely placed at the center of equity interventions in schools. As the history of activism in the United States is tied to Black women’s struggles for freedom, research and practice involving racial equity must be attentive to the literacies and activism of Black girls. Grounded in Black feminist theory, this article describes a longitudinal study of the critical consciousness development of two young Black women as they engaged in distinct literacy practices to navigate and resist racial oppression in high school. The author analyzes interviews as well as literacy artifacts to explore how these girls enacted critical, digital, and subversive literacies to challenge intersecting oppressions of race and gender in a predominantly White, suburban school.

Invisible Visits

2019 ◽  
Author(s):  
Tina K. Sacks
Keyword(s):  
Black Women ◽  
Middle Class ◽  
Gender Discrimination ◽  
The United States ◽  
Negative Stereotypes ◽  
Race And Gender ◽  
Healthcare Settings ◽  
Exam Room ◽  
History Of ◽  
And Gender

Although the United States spends almost one-fifth of all its resources on funding healthcare, the American system is dogged by persistent inequities in the treatment of racial and ethnic minorities and women. Invisible Visits analyzes how Black women navigate the complexities of dealing with doctors in this environment. It challenges the idea that race and gender discrimination, particularly in healthcare settings, is a thing of the past. In telling the stories of Black women who are middle class, Invisible Visits also questions the persistent myth that discrimination only affects racial minorities who are poor. In so doing, Invisible Visits expands our understanding of how Black middle-class women are treated when they go to the doctor and why they continue to face inequities in securing proper medical care. The book also analyzes the strategies Black women use to fight for the best treatment and the toll that these adaptations take on their health. Invisible Visits shines a light on how women perceive the persistently negative stereotypes that follow them into the exam room and makes the bold claim that simply providing more cultural competency or anti-bias training to doctors is insufficient to overcome the problem. For Americans to really address these challenges, we must first reckon with how deeply embedded discrimination is in our prized institutions, including healthcare. Invisible Visits tells the story of Black women in their own words and forces us to consider their experiences in the context of America’s fraught history of structural discrimination.

Introduction

2020 ◽  
pp. 1-11
Author(s):  
Cat M. Ariail
Keyword(s):  
United States ◽  
Black Women ◽  
The United States ◽  
Track And Field ◽  
Sporting Events ◽  
Race And Gender ◽  
And Gender ◽  
Young Black Women ◽  
Track Athletes

This introductory chapter considers the symbolic significance of the baton pass in a track and field relay, using this moment of possibility and precarity to encapsulate the experiences and influence of black women track athletes in the postwar United States. Despite the perpetual precarity of the marginalized sport of women’s track and field, young black women who competed in the sport navigated barriers of race and gender to find possibilities. As they repeatedly represented the United States in international sporting events, they would contest, challenge, and confirm the racial and gender conceptions of American identity. On and off the track, young black women track and field athletes were active agents in the remaking of Americanness.

scholarly journals I’m Every Woman: Advancing the Intersectional Leadership of Black Women School Leaders as Anti-Racist Praxis

2021 ◽  
Vol 31 (1-2) ◽  
pp. 7-28
Author(s):  
April L. Peters ◽  
Angel Miles Nash
Keyword(s):  
Black Women ◽  
The United States ◽  
Women's Leadership ◽  
Three Dimensions ◽  
Race And Gender ◽  
Leadership Framework ◽  
And Gender ◽  
Resisting Oppression ◽  
Epistemological Basis

The rallying, clarion call to #SayHerName has prompted the United States to intentionally include the lives, voices, struggles, and contributions of Black women and countless others of her ilk who have suffered and strived in the midst of anti-Black racism. To advance a leadership framework that is rooted in the historicity of brilliance embodied in Black women’s educational leadership, and their proclivity for resisting oppression, we expand on intersectional leadership. We develop this expansion along three dimensions of research centering Black women’s leadership: the historical foundation of Black women’s leadership in schools and communities, the epistemological basis of Black women’s racialized and gendered experiences, and the ontological characterization of Black women’s expertise in resisting anti-Black racism in educational settings. We conclude with a four tenet articulation detailing how intersectional leadership: (a) is explicitly anti-racist; (b) is explicitly anti-sexist; (c) explicitly acknowledges the multiplicative influences of marginalization centering race and gender, and across planes of identity; and (d) explicitly leverages authority to serve and protect historically underserved communities.

scholarly journals Balancing race, gender, and responsibility: Conversations with four black women in educational leadership in the United States of America

2021 ◽  
pp. 174114322199183
Author(s):  
Natasha N Johnson
Keyword(s):  
United States ◽  
Black Women ◽  
Educational Leadership ◽  
United States Of America ◽  
Hermeneutic Phenomenology ◽  
The United States ◽  
Women's Leadership ◽  
Structured Interviews ◽  
Race And Gender ◽  
And Gender

This article focuses on equitable leadership and its intersection with related yet distinct concepts salient to social justice pertinent to women and minorities in educational leadership. This piece is rooted and framed within the context of the United States of America, and the major concepts include identity, equity, and intersectionality—specific to the race-gender dyad—manifested within the realm of educational leadership. The objective is to examine theory and research in this area and to discuss the role they played in this study of the cultures of four Black women, all senior-level leaders within the realm of K-20 education in the United States. This work employed the tenets of hermeneutic phenomenology, focusing on the intersecting factors—race and gender, specifically—that impact these women’s ability and capability to perform within the educational sector. The utilization of in-depth, timed, semi-structured interviews allowed participants to reflect upon their experiences and perceptions as Black women who have navigated and continue to successfully navigate the highest levels of the educational leadership sphere. Contributors’ recounted stories of navigation within spaces in which they are underrepresented revealed the need for more research specific to the intricacies of Black women’s leadership journeys in the context of the United States.

Black Women Superintendents

2021 ◽  
Author(s):  
Sonya Douglass Horsford ◽  
Dessynie D. Edwards ◽  
Judy A. Alston
Keyword(s):  
Black Women ◽  
Educational Administration ◽  
Education Leadership ◽  
Leadership Preparation ◽  
The United States ◽  
Women Superintendents ◽  
Preparation Programs ◽  
Race And Gender ◽  
And Gender ◽  
K 12

Research on Black women superintendents has focused largely on their racial and gendered identities and the challenges associated with negotiating the politics of race and gender while leading complex school systems. Regarding the underrepresentation of Black female superintendents, an examination of Black women’s experiences of preparing for, pursuing, attaining, and serving in the superintendency may provide insights regarding their unique ways of knowing and, leading that, inform their leadership praxis. Informed by research on K-12 school superintendency, race and gender in education leadership, and the lived experiences and knowledge claims of Black women superintendents, important implications for future research on the superintendency will be hold. There exists a small but growing body of scholarly research on Black women education leaders, even less on the Black woman school superintendent, who remains largely underrepresented in education leadership research and the field. Although key studies have played an important role in establishing historical records documenting the service and contributions of Black women educational leaders in the United States, the bulk of the research on Black women superintendents can be found in dissertation studies grounded largely in the works of Black women education leadership scholars and practitioners. As a growing number of aspiring and practicing leaders who identify as Black women enter graduate-level leadership preparation programs and join the ranks of educational administration, questions concerning race and gender in leadership are almost always present as the theories presented in leadership preparation programs often conflict with or represent set of perspectives, realities, and strategies that may not align with those experienced by leaders who identify as Black women. For these reasons, their leadership perspectives, epistemologies, and contributions are essential to our understanding of the superintendency and field of educational leadership.

Black Women's Labor Market Status: Occupational Segregation in the United States and Great Britain

1995 ◽  
Vol 24 (1) ◽  
pp. 23-43 ◽  
Author(s):  
Mary C. King
Keyword(s):  
United States ◽  
Labor Market ◽  
Great Britain ◽  
Black Women ◽  
Occupational Segregation ◽  
The United States ◽  
Race And Gender ◽  
Market Situation ◽  
Labor Market Dynamics ◽  
And Gender

An initial exploration of the comparative labor market situation of black women in the United States and Great Britain reveals that race and gender play similar roles in allocating people among broad occupations in both nations despite differences in historical circumstances. However, a closer examination based upon measures of occupational segregation shows that labor market dynamics are quite different. Public employment and education do not reduce racial segregation in Britain as they do in the United States, and the immigrant status of many black Britons does not explain these differences. Only youth is associated with reduced segregation in both countries.

scholarly journals Child’s Developmental Disabilities and Parental Health in Later Life: Do Parental Race and Gender Matter?

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 312-313
Author(s):  
Juha Lee ◽  
Manjing Gao ◽  
Chioun Lee
Keyword(s):  
Black Women ◽  
Developmental Disabilities ◽  
Adverse Effects ◽  
Early Life ◽  
The United States ◽  
Parental Health ◽  
Race And Gender ◽  
And Gender ◽  
Gender Groups ◽  
The Impact

Abstract Parents, particularly mothers, who experienced early life adversities (ELAs) are more likely to have a child with developmental disabilities (DD). We have little knowledge about how parental health varies across race-gender groups among those with a DD child and the role of ELAs in the associations. Using Black and White adults (n = 8,778; 25% Blacks) from the Midlife in the United States (MIDUS) study, we examine racial disparities in the impact of having a child with DD (vs. having healthy children) on parental health outcomes. This study questions (1) the extent to which parents’ ELAs (e.g., poverty and abuse) are associated with having a child with DD and (2) how considering early-life factors reveals racial and gender disparities in the impact of having a child with DD. We found that as the number of ELAs increases, the probability of having a healthy child decreases for all race-gender groups, but most dramatically for Black women. Having a DD has adverse effects on chronic illnesses and functional limitations more for mothers than fathers. Black women are most adversely affected, with no effect on Black men. There is no gender difference in the impact of having a DD child on depressive symptoms, yet White parents are more vulnerable than Black parents. After controlling for ELAs, the adverse effects of having a DD child on both physical and mental health remain significant. Future research should identify life-course circumstances that reveal why the impact of having a DD child varies by race and gender.

Race and Gender Intersectionality and Education

2021 ◽  
Author(s):  
Venus E. Evans-Winters
Keyword(s):  
Black Women ◽  
Critical Race Theory ◽  
Critical Pedagogy ◽  
Queer Theory ◽  
Educational Inequality ◽  
Analytical Framework ◽  
Black Girls ◽  
Race And Gender ◽  
And Gender ◽  
Personal Community

When recognizing the cultural political agency of Black women and girls from diverse racial and ethnic, gender, sexual, and socioeconomic backgrounds and geographical locations, it is argued that intersectionality is a contributing factor in the mitigation of educational inequality. Intersectionality as an analytical framework helps education researchers, policymakers, and practitioners better understand how race and gender intersect to derive varying amounts of penalty and privilege. Race, class, and gender are emblematic of the three systems of oppression that most profoundly shape Black girls at the personal, community, and social structural levels of institutions. These three systems interlock to penalize some students in schools while privileging other students. The intent of theoretically framing and analyzing educational problems and issues from an intersectional perspective is to better comprehend how race and gender overlap to shape (a) educational policy and discourse, (b) relationships in schools, and (c) students’ identities and experiences in educational contexts. With Black girls at the center of analysis, educational theorists and activists may be able to better understand how politics of domination are organized along other axes such as ethnicity, language, sexuality, age, citizenship status, and religion within and across school sites. Intersectionality as a theoretical framework is informed by a variety of standpoint theories and emancipatory projects, including Afrocentrism, Black feminism and womanism, critical race theory, queer theory, radical Marxism, critical pedagogy, and grassroots’ organizing efforts led by Black, Indigenous, and other women of color throughout US history and across the diaspora.

By Black Women’s Hands: Building Equitable Justice

2020 ◽  
Vol 1 (1) ◽  
pp. 53-77
Author(s):  
Livia Maria San’t AnnaE Sant’Anna Vaz
Keyword(s):  
Black Women ◽  
Justice System ◽  
Institutional Racism ◽  
The Other ◽  
Race And Gender ◽  
Brazilian Society ◽  
History Of ◽  
System Data ◽  
And Gender ◽  
Social Vulnerabilities

The article evinces the need for the inclusion of Black women in the Brazilian justice system if equitable justice is to be achieved. The intersecting oppressions of race and gender to which Black women have been subjected down through the colonialist, slave-owning history of Brazil are still conditioning Black women’s access to spaces of power, notedly in the Brazilian justice system. Data are presented that illustrate the effects of institutional racism and sexism on justice officials, particularly how the dearth of Black women – the most vulnerabilized social category in Brazilian society – produces a single, white-centric, androcentric interpretation that ultimately makes the achievement of justice a white man’s privilege. From this perspective, Black women find themselves at a kind of intersectional crossroads that, on one hand, reinforces their social vulnerabilities while, on the other hand, it potentializes their ability to foster an epistemological, hermeneutic transformation inside the justice system, aimed at building a system that incorporates gender and race equity.

The Making of American Catholicism

2021 ◽  
Author(s):  
Michael Pfeifer
Keyword(s):  
United States ◽  
New York ◽  
Los Angeles ◽  
The United States ◽  
Regional Culture ◽  
American Catholicism ◽  
Race And Gender ◽  
History Of ◽  
And Gender ◽  
American Catholic

The Making of American Catholicism: Regional Culture and the Catholic Experience argues that regional and transnational relationships have been central to the making of American Catholicism. The book traces the development of Catholic cultures in the South, the Midwest, the West, and the Northeast and their contribution to larger patterns of Catholicism in the United States. Exploring the history of Catholic cultures in New Orleans, Iowa, Wisconsin, Los Angeles, and New York City, the book carefully explores the history of American Catholic cultures across regions and their relation to factors such as national origin, ethnicity, race, and gender. The chapters include close analysis of the historical experiences of Latinx and African American Catholics as well as European immigrant Catholics. Eschewing a national or nationalistic focus that might elide or neglect global connections or local complexity, the book offers an interpretation of the American Catholic experience that encompasses local, national, and transnational histories by emphasizing the diverse origins of Catholics in the United States, their long-standing ties to transnational communities of Catholic believers, and the role of region in shaping the contours of American Catholic religiosity. Drawing on extensive archival research, the book argues that regional American Catholic cultures and a larger American Catholicism developed as transnational Catholic laity and clergy ecclesiastically linked to and by Rome in a hierarchical, authoritarian, and communalistic “universal Church” creatively adapted their devotional and ideological practices in particular American regional contexts that emphasized notions of republicanism, religious liberty, individualistic capitalism, race, ethnicity, and gender.

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