Taught in the Matrix: A Review of Black Girls' Experiences in U.S. Schools

Autor/inn/en	Apugo, Danielle; Castro, Andrene J.; Dougherty, Sharyn A.
Titel	Taught in the Matrix: A Review of Black Girls' Experiences in U.S. Schools
Quelle	In: Review of Educational Research, 93 (2023) 4, S.559-593 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Castro, Andrene J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/00346543221125476
Schlagwörter	Females; Womens Education; African American Students; Student Experience; Elementary Secondary Education; Racism; Gender Bias; School Policy; Educational Practices; School Culture; Curriculum; Social Influences; Power Structure; Educational Policy; Discipline; Disproportionate Representation; Cultural Influences; Interpersonal Relationship + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; 'Women''s education'; Frauenbildung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Studienerfahrung; Rassismus; Geschlechterstereotyp; Schulpolitik; Bildungspraxis; Schulkultur; Schulleben; Curricula; Lehrplan; Rahmenplan; Sozialer Einfluss; Politics of education; Bildungspolitik; Disziplin; Cultural influence; Kultureinfluss; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	In recent decades, a growing body of work casts light on Black girls' schooling experiences to inform the emerging field of Black girlhood studies. Our theoretical review applies intersectionality as a guiding analytic framework to synthesize literature in this emerging field. We specifically highlight the macro and microlevel domains of power (interpersonal, cultural, structural, and disciplinary) in U.S. K-12 schools shaping Black girls' schooling experiences. The data were drawn from a systematic search of 75 research articles. Our analysis indicated that schools perpetuate racial containment through the policies and practices they maintain as well as the cultural artifacts, objects, and people that coalesce to influence school culture, the instructional practices and curricula Black girls encounter, and the social scripts and covert messaging that dictate how Black girls claim agency in school environments. A key contribution of this review aims to situate power--a central concept in intersectionality--to offer new insights and directions for research on Black girls. (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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01