Angered: Black and Non-Black Girls of Color at the Intersections of Violence and School Discipline in the United States

Autor/in	Wun, Connie
Titel	Angered: Black and Non-Black Girls of Color at the Intersections of Violence and School Discipline in the United States
Quelle	In: Race, Ethnicity and Education, 21 (2018) 4, S.423-437 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2016.1248829
Schlagwörter	Females; School Policy; Discipline Policy; African American Students; Interviews; Student Experience; Violence; Environmental Influences; Psychological Patterns; Teacher Role; Social Influences; Self Control; Zero Tolerance Policy; Feminism; Critical Theory; Race; Participant Observation; High Schools; Gender Issues; Poverty; Interpersonal Relationship; California + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Schulpolitik; Disziplinarmaßnahme; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Interviewing; Interviewtechnik; Studienerfahrung; Gewalt; Environmental influence; Umwelteinfluss; Lehrerrolle; Sozialer Einfluss; Selbstbeherrschung; Feminismus; Kritische Theorie; Rasse; Abstammung; Teilnehmende Beobachtung; High school; Oberschule; Geschlechterfrage; Armut; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Kalifornien
Abstract	While most research examining school discipline policies have focused on the experiences of boys of color, this article explores the relationship between violence and school discipline as they shape the lives of girls of color and their disciplinary records. Using in-depth interviews, this article re-narrates the experiences of Black and non-Black girls of color who have discipline records to explore their experiences. The author found that in addition to being subject to multiple, intersecting forms of violence outside of school, girls of color--particularly Black girls--are also subject to schools as sites of control that elicit their anger and resistance. This author contends that faculty should establish new ways of understanding Black and non-Black girls of color by accounting for the ways that intersectional violence shapes the girls' lives and supports their 'anger', agency and resistance to violence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01