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“Talking Back”: The Perceptions and Experiences of Black Girls Who Attend City High School
Terri N. Watson
The Journal of Negro Education
Vol. 85, No. 3, Why We Can’t Wait: (Re)Examining the Opportunities and Challenges for Black Women and Girls in Education (Summer 2016), pp. 239-249
Published by: Journal of Negro Education
Stable URL: http://www.jstor.org/stable/10.7709/jnegroeducation.85.3.0239
Page Count: 11
You can always find the topics here!Topics: African Americans, High schools, African American culture, Educational research, High school students, Black feminist theory, Perceptual experiences, Womens rights, Self definition, Teachers
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In the last decade there has been a surge in research centered on Black girls’ schooling experiences. Few studies, however, employ a culturally relevant framework to unpack the distinct realities Black girls encounter based on the intersection of race and gender. In this study the tenets of Black Feminist Theory are operationalized to examine the perceptions and experiences of Black girls who attend City High School. Recommendations are offered to school leaders who seek to improve the schooling experiences of Black girls.
© The Journal of Negro Education, 2016