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Journal Article

Three Paths, One Struggle: Black Women and Girls Battling Invisibility in U.S. Classrooms

Chayla Haynes, Saran Stewart and Evette Allen
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. 380-391
DOI: 10.7709/jnegroeducation.85.3.0380
Stable URL: http://www.jstor.org/stable/10.7709/jnegroeducation.85.3.0380
Page Count: 12
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Three Paths, One Struggle: Black Women and Girls Battling Invisibility in U.S. Classrooms
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Abstract

The authors use Franklin’s Invisibility Syndrome Paradigm to deconstruct prior experiences in U.S. classrooms, with the goal of understanding how those experiences contributed to their persistence as Black women doctoral students. Findings reveal that a master narrative rooted in racist and sexist ideology was enacted in the classroom and reified through a series of academic transactions they experienced as Black girls. This research bears great significance for P-20 education, as their analysis illustrates how master narratives enacted in the classroom ignite a hidden curriculum that is imparted specifically with Black women and girls in mind. With this research, the authors present an oppositional discourse where they as Black women make visible what was designed to remain invisible.

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