Redefining Intersectionality Theory through the Lens of African American Young Adolescent Girls' Racialized Experiences

Autor/in	Harrison, Lisa
Titel	Redefining Intersectionality Theory through the Lens of African American Young Adolescent Girls' Racialized Experiences
Quelle	In: Youth & Society, 49 (2017) 8, S.1023-1039 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0044-118X
DOI	10.1177/0044118X15569216
Schlagwörter	African Americans; Females; Racial Identification; Critical Thinking; Social Influences; Ethnography; Racial Differences; African American Students; Preadolescents; Interviews; Observation; Meetings; Pictorial Stimuli; Coding; Grade 6 + Suchen Sie Ihr Suchwort? Afroamerikaner; Weibliches Geschlecht; Kritisches Denken; Sozialer Einfluss; Ethnografie; Rassenunterschied; African Americans; Student; Students; Schüler; Schülerin; Studentin; Pre-adolescence; Präadoleszenz; Interviewing; Interviewtechnik; Beobachtung; Meeting; Tagung; Fantasieanregung; Codierung; Programmierung; School year 06; 6. Schuljahr; Schuljahr 06
Abstract	The research presented uses intersectionality theory as a lens to study the racial identity construction of four African American young adolescent girls. The findings suggest that race was largely situated in a Black-White discourse for the girls in the study. When limited information was provided in home, school, and community settings, the participants made meaning from dominant discourses about race and identity, although glimpses of critical thinking about race did occur. In conclusion, the potential of including youth identity within intersectionality theory to broaden the utility of the theory itself and also for making meaning of and advocating for marginalized adolescents is discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01