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ERIC Number: EJ1128875
Record Type: Journal
Publication Date: 2017
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0013-1946
Black Muslim Girls Navigating Multiple Oppositional Binaries through Literacy and Letter Writing
McArthur, Sherell A.; Muhammad, Gholnecsar E.
Educational Studies: Journal of the American Educational Studies Association, v53 n1 p63-77 2017
Writing alongside 12 African American Muslim girls, we led a summer literacy program in an effort to understand how Black Muslim adolescent girls write about their identities and ideas. The 4-week literacy program was designed to engage and support Black Muslim girls, aged 12-17 years old, in reading, writing, and understanding the multiple contexts that inform their worlds. The girls received writing instruction connected to their experiences and identities in an environment that afforded them time to represent their situated worlds of being Black, Muslim, and girls in the United States. In this qualitative inquiry, we investigated the following research question: How would Black Muslim girls write to encourage a future generation to navigate multiple identities? The participants penned letters to a future generation of African American Muslim girls. Drawing upon methods of thematic analysis, we found that themes of sisterhood and unity, shattering misrepresentations, empowerment, strength through faith, knowledge (education), and speaking up and fighting for rights emerged. These themes indicate the messages Muslim girls write are indicative of the multiple identities they navigate and speaks to how they would encourage youth who share their complex racialized-gender religious identities, as well as the need to open the conversation on Black education to center both Black girls and Black Muslim girls.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A