You are not currently logged in.
Access JSTOR through your library or other institution:
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
Published by: Journal of Negro Education
Stable URL: http://www.jstor.org/stable/10.7709/jnegroeducation.85.3.0380
Page Count: 12
You can always find the topics here!Topics: African Americans, Narratives, Classrooms, African American culture, Racism, White people, Men, Higher education, Sexism, Learning
Were these topics helpful?See something inaccurate? Let us know!
Select the topics that are inaccurate.
Preview not available
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.
© The Journal of Negro Education, 2016