Document Type

Article

Publication Date

2024

DOI

https://doi.org/10.21423/jaawge-v3i2a165

Abstract

More than a decade ago, as a group of anti-racist and feminist researchers, including one of the authors, set out to survey the landscape of the schooling experiences of Black girls, we encountered a pronounced knowledge desert that threatened research-informed policy interventions that served to protect Black girls. Most research at the time focused on the educational experiences of male, female, or Black students. There was hardly any readily available data on the school-based outcomes of Black girls as a specific group of students with a unique set of experiences. In Black Girls Matter: Pushed Out, Overpoliced, & Underprotected (Crenshaw, Ocen, & Nanda, 2015), qualitative and quantitative research methods were utilized to examine the lived experiences of Black girls and other girls of color. Scholars and activists across disciplinary fields conducted in-depth interviews, surveys, focus groups, and town hall meetings to better comprehend Black girls' lived realities. The Black Girls Matter (BGM) report served as an intervention that filled a knowledge gap, and it brought to light the unique experiences that Black girls and other girls of color experienced in their quest to seek a free and appropriate education.

Disciplines

African American Studies | Gender, Race, Sexuality, and Ethnicity in Communication | Law

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