School as a Hostile Institution: How Black and Immigrant Girls of Color Experience the Classroom

Gender and Society 36 (1):88-111 (2022)
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Abstract

The paradox of girls’ academic gains over boys, across race and class, has perplexed scholars for the last few decades. Through a 3-year longitudinal ethnography of two predominantly economically marginalized and racially minoritized schools, I contend that while racially marginalized girls may have made academic gains, school is nevertheless a hostile institution for them. Focusing on the case of Black girls and recent immigrant girls of color, I identify three specific ways in which school functions as hostile institution for them: gendered racial harassment from teachers, erasure of intellect, and estrangement within their communities. Furthermore, the denigration of immigrant girls becomes the conduit for misogynoir. I find that the gains of some racially marginalized girls in school often justify hostility against all of them. Bringing into conversation a feminist analysis of schooling that rejects girls’ educational gains as ubiquitous evidence of a gender revolution with a Black-colonial education framework that emphasizes schooling as a technology of oppression, I explore the current role of school as a hostile institution for Black girls and immigrant girls of color.

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References found in this work

Pedagogy of the oppressed.Paulo Freire - 1986 - In David J. Flinders & Stephen J. Thornton (eds.), The Curriculum Studies Reader. Routledge.
Pedagogy of the Oppressed.Paulo Freire - 1970 - New York: Bloomsbury Academic. Edited by Myra Bergman Ramos, Donaldo P. Macedo & Ira Shor.
The Racial Triangulation of Asian Americans.Claire Jean Kim - 1999 - Politics and Society 27 (1):105-138.

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