ERIC Number: EJ1039728
Record Type: Journal
Publication Date: 2013-Dec
Abstractor: As Provided
Reference Count: 63
"I'm Not Running around with My Pants Sagging, so How Am I Not Acting Like a Lady?": Intersections of Race and Gender in the Experiences of Female Middle School Troublemakers
Murphy, Amy S.; Acosta, Melanie A.; Kennedy-Lewis, Brianna L.
Urban Review: Issues and Ideas in Public Education, v45 n5 p586-610 Dec 2013
Careful examination of the discipline gap reveals growing disproportionality in the use of exclusionary discipline measures with female students of color, particularly African American females. Most often, adolescent girls of color are disciplined for subjectively defined behaviors, or behaviors considered inappropriate by educators. This study seeks to understand how seven middle school girls of color explain and justify their compliant and noncompliant behaviors and how their interactions with educators shape their beliefs about such behaviors. Using the theory of intersectionality, we examine how these girls both experience oppression and resist it within various domains of power. Findings show that a hostile school environment characterized by a lack of academic and social support, challenges to justice and fairness, presumptions of guilt, miscommunications and misunderstandings, and peer conflict alienates these young females of color from the learning process. Additionally, findings suggest participants strive to be heard and respected at school, using it as a site of resistance and reflecting their individual empowerment and self-advocacy.
Descriptors: Discipline, Disproportionate Representation, Females, Minority Group Students, Middle School Students, Compliance (Psychology), Behavior Problems, Interaction, Teacher Student Relationship, Student Attitudes, Racial Bias, Resistance (Psychology), Educational Environment, Student Needs, Social Justice, Misconceptions, Stereotypes, Peer Relationship, Conflict
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Authoring Institution: N/A