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Signithia Fordham’s theory of “racelessness” purports that while interacting with teachers, administrators, and peers in the school setting, academically successful Blacks must suppress the racial identities of their home worlds to secure and maintain the label of high achiever. My objectives were to examine how young Black women navigate between r...
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... Já os estudos qualitativos foram a categoria mais utilizada pelos autores, com 64,2%. A maioria dos estudos qualitativos foram os estudos de casos, com 7 artigos (Carter, 2008;Fries-Britt, 1998;Grant et al., 1999;Griffin & Allen, 2006;Maree et al., 2001;Marsh et al., 2012;McPherson, 2017); seguido por pesquisas narrativas com 5 artigos (Anderson, 2020;Evans-Winters, 2016;Marsh, 2013;O'Connor, 1997;Sewell & Goings, 2019); e estudos etnográficos com 4 artigos (Fordham, 1988;Hubbard, 2005;Kramer, 1998;O'Connor et al., 2011). A entrevista foi o instrumento de coleta de dados mais utilizado, seguida da aplicação de questionários e observação do ambiente. ...
... Constatamos que 14 (45%) dos estudos foram realizados com alunos do ensino médio, com idade entre 15 e 18 anos. O interesse por essa faixa etária está relacionado com os temas de construção da identidade e escolha da carreira (Archer-Banks e Behar-Horenstein, 2012; Campbell, 2012;Carter, 2008;Cunningham et al., 2009;Fordham, 1988;Fries-Britt, 1998;Griffin & Allen, 2006;Hubbard, 2005;Kokot e Kokot-Louw, 1998;Marsh, 2013;Marsh et al., 2012;O'Connor et al., 2011;O'Connor, 1997;Steele, 1997). ...
As meninas superdotadas e talentosas historicamente enfrentam desafios e desigualdades no sistema educacional. As meninas negras estão sujeitas a sofrer uma dupla marginalização. Investigamos a produção científica sobre a inclusão de meninas negras em programas para alunos superdotados, através de uma revisão sistemática de literatura. Objetivamos conhecer: (a) os tipos de estudos que publicam conteúdos sobre educação de meninas negras superdotadas; (b) os objetivos e os modelos teóricos que os sustentam; (c) as metodologias e os sujeitos de pesquisa. A revisão sistemática foi realizada em três idiomas: inglês, português e espanhol. Utilizamos cinco bases de dados: Scopus, Web of Science, Eric, CAPES e Dialnet. Selecionamos um total de 42 artigos científicos, dos quais 11 foram encontrados na revisão sistemática de literatura, 26 na abordagem bola de neve, e acrescentamos outros 5 que faziam parte de um banco de dados pessoais da autora que atendeu as especificações propostas para a revisão sistemática. Os resultados mais relevantes encontrados foram: (1) a falta de publicações nas línguas portuguesa e espanhola sobre o assunto; (2) os significados sobre a educação de meninas negras superdotadas são socialmente construídos; (3) a teoria crítica racial apoia o discurso científico não hegemônico.
... Regarding racial oppression and social cognition, in a study utilizing a person-centered approach to multiple contexts of socialization, Black adolescents who had the highest scores on receiving messages about race and experiencing racial discrimination demonstrated the greatest social cognition about social inequality (i.e., critical reflection; Byrd & Ahn, 2020). Finally, in a study among high achieving Black high school girls, findings demonstrated that the experience of navigating issues of diversity within school was associated with Black adolescent girls' demonstration of autonomy in the assertion of their own racial ideologies and expressions of their Blackness in ways that were accommodating instead of assimilating (Marsh, 2013). ...
Black US Americans’ emotions are subject to stereotypes about the anger and aggression of Black people. These stereotypes are readily applied to Black adolescents’ emotions. The purpose of this conceptual paper is to operationalize racial oppression in the emotional lives of Black adolescents through an application of García Coll et al.'s (1996) ecological model for minority youth development. We specify emotionally inhibitive features of Black adolescents’ schools, the adaptive culture of Black Americans in the United States that responds to emotional inhibition, Black families’ emotion socialization processes, and Black adolescents’ emotional flexibility behaviors. Throughout, we integrate findings from research on Black adolescents’ emotional adjustment with research on cultural values, emotion and racial socialization, school-based racial experiences, and theory on emotion and cultural navigation.
... This protection appears as "aloofness" and "stoicism" to protect against racism, classism, and sexism. Prior literature also suggests that Black girls may disengage from their racial and cultural background and adopt characteristics of the majority culture in order to excel academically (e.g., Eggleston et al., 2009;Marsh, 2013;Ricks, 2014). While these coping strategies may help Black girls excel in the classroom, both are detrimental because they teach them that the only way to succeed academically is to turn off their Blackness, an impossible and damaging goal. ...
Building on extant literature, the present qualitative study explored Black adolescent girls' racial and gendered experiences as mathematics learners. Data collection included focus groups with Black adolescent girls (N = 30, Mage = 12.64 years). Several themes concerning their racialized and gendered schooling experiences emerged, which centered on language use, competition with boys, and working hard to prove themselves. To cope with the racialized and gendered experiences within mathematics classrooms, Black girls developed informal support networks. It was also revealed that some of these coping strategies (e.g., resistance for survival) might put Black girls at risk for lower mathematics beliefs and attitudes. Directions for future research and implications for Black girls as mathematics learners are discussed.
... Higher achieving Black girls indicate behavioral support from peers is less of a factor for academic success than do middleand low-achieving girls (Clayton, 2017). To reduce distractions during study sessions, high-achieving girls purposely specify friends to study with who were not close friends (Marsh, 2013). ...
... Researchers have suggested a "raceless" identity influences academic achievement (Fordham & Ogbu, 1986). Other research has rejected the notion of denying one's Blackness (Marsh, 2013;O'Connor, 1999). Contrary to Fordham's theory, some have found that a positive racial identity empowers individuals and encourages educational outcomes leading to academic success (Edwards & Polite, 1992;Oyserman et al., 2001). ...
Black girls experience numerous challenges to their academic development. This study examines the literature from the last 30 years related to the influences on the academic talent development of school-aged Black girls. Environmental and intrapersonal influences to Black girls academic talent development are explored. Using a systematic approach, 43 articles are reviewed and summarized. Thematic analysis conducted on the results and findings sections from each article reveal four major themes related to personal attributes, racial identity, relationships, and institutions. The themes expand the understanding of the complexity of talent development of Black girls and identify several intrapersonal and environmental influences that can promote or hinder academic achievement. Implications for future research are discussed.
... When shifting or navigating one's identity, Black women are adjusting certain aspects of their identity to align with the dominant culture of the space in order to avoid conflict or discrimination (Dickens & Chavez, 2018;Johnson et al., 2016;M. C. Jones & Shorter-Gooden, 2009;Marsh, 2013;Shih et al., 2013). It is likely that shifting or navigating one's identity may be an important aspect of Black women's identity developmental process. ...
... Given what we know from previous research about Black women's utilization of code switching (Marsh, 2013) and shifting (Dickens & Chavez, 2018;M. C. Jones & Shorter-Gooden, 2009), it was not surprising to find that many participants in this sample also engaged in some form of navigation in various environments. ...
Previous research has identified contextual factors that influence gendered racial identity development among Black women. Less is known about the specific process of Black women’s gendered racial identity development and the meaning Black women ascribe to their gendered racial identity. In the current study, we sought to identify phases of this process and the types of gendered racial ideologies that Black women endorse during their identity development. Drawing on intersectionality and Black feminist theory, we analyzed the data to center these findings within the unique sociocultural context of Black women’s experiences. A total of 19 Black women at a large, predominantly White Southeastern public university participated in semi-structured individual interviews about their gendered racial identity development. Using constructivist grounded theory to guide our data analysis, we found four phases of the developmental process (hyperawareness, reflection, rejection, and navigation), each of which was influenced by various factors unique to Black women’s intersectional experiences. We also found six gendered racial ideologies (assimilation, humanist, defiance, strength, pride, and empowerment), which represent Black women’s values, beliefs, and attitudes toward their gendered racial identity. We found that Black women utilized aspects of their gendered racial identity in ways to protect themselves from gendered racism and intersectional oppression. Researchers, practitioners, educators, and policy makers can utilize this conceptual framework to increase their critical awareness of the complexity of Black women’s gendered racial identity development.
... The SBW is also often the family's sole source of spiritual, emotional, and financial support (Donovan & West, 2014). Literature suggests that when Black women recognize the existence of the negative effects of racism, they can better balance the duality of the Black women identity (Marsh, 2013). ...
... The SBW archetype, while serving as a protective factor within the family system, has created patterns of rigidity such as the inability to be expressive or vulnerable when under stress and declining to distribute duties to other family members leading to limitations to the Black woman's ability to fully express other facets of her identity and her experience. In a study that examined young Black girls in educational settings and the Black women's identity persona found that their views of womanhood and being Black women were part of a larger "collective struggle" that helped them achieve academically and that success would make their community proud (Marsh, 2013). The expectation that the family creates serves as a protective factor which motivates and drives success. ...
The Strong Black Woman (SBW) archetype incorporates the fusion of strength, independence, resilience, caretaking, and invulnerability which informs behavior and self-perception. Rooted in the enslavement of Africans, the characterization of Black women as innately strong supported the justification of their mistreatment while the embodiment of such characteristics was necessary for personal and communal survival. Moreover, this archetype lends itself to obligatory manifestations of strength and suppression of emotions while simultaneously rejecting vulnerability and dependence upon others. Black women who internalize the SBW narrative often suffer quietly, as they work to meet the expectations of their families, professional arenas, and larger social environments. Using Social identity theory, this article examines the manifestation of the archetype across three social contexts and positions the role of social workers within the context of two grand Challenges to Social Work.
... This suggests that Black centrality may serve as a coping strategy that has a positive influence on educational attainment when individuals perceive high levels of discrimination frequency. These results support findings reported by Ani (2013) and Marsh (2013) who found that a focus on racial/ethnic identity led to motivated functional academic behavior among high-achieving Black children and women. Although not measured in this study, it is plausible that individuals who perceived a high frequency of discriminatory experiences coped by increasing their engagement in academic behaviors. ...
Few studies have examined the role of Black racial identity as a moderator of the relation between perceived discrimination and educational attainment among Black U.S. adults. We explored this question in a sample of 370 self-identified Black adults from the Northeastern U.S. Due to the existing literature demonstrating the benefits of a positive Black racial identity, we hypothesized that centrality and private regard, components of racial identity, would moderate the relation between perceived discrimination frequency/stress and educational attainment. As expected, centrality moderated the relationship although private regard did not. Specifically, Black centrality served as a coping strategy that has a positive influence on educational attainment when individuals perceive high levels of discrimination frequency. Males reported higher levels of discrimination frequency and stress compared to females, though gender did not contribute moderation effects. The finding that younger individuals perceived higher levels of discrimination frequency and stress and lower centrality and private regard compared to their older counterparts, has important implications which are discussed.
... Racial identity expression is the extent to which an individual performs or exudes beliefs, and ideas that are in relation to their understanding of and connection with a specific racial group (DeCuir-Gunby, 2009;Marsh, 2013;Stewart, 2015). Racial groups, in these instances, refer to a collective of individuals established on biologically and socially based associations and ancestry (DeCuir-Gunby, 2009), including phenotype, morphology, and socialized behaviors and practices (D. ...
... Studies investigating race and gender identity expression delineate differences in experience and identity expression for Black women (Osyermen, Harrions, & Bybee, 2001;Plummer, 1995) or highlight the intersection of race and gender in various endeavors (Buckley & Carter, 2005;Harper, 2006Harper, , 2009Marsh, 2013;Tate & Linn, 2005;Wade, 1996). For example, Marsh (2013) finds Black women are more likely to accommodate rather than assimilate in contexts where White race and norms are valued, maintaining a sense of their Black racial identity while engaging in the environment. ...
... Studies investigating race and gender identity expression delineate differences in experience and identity expression for Black women (Osyermen, Harrions, & Bybee, 2001;Plummer, 1995) or highlight the intersection of race and gender in various endeavors (Buckley & Carter, 2005;Harper, 2006Harper, , 2009Marsh, 2013;Tate & Linn, 2005;Wade, 1996). For example, Marsh (2013) finds Black women are more likely to accommodate rather than assimilate in contexts where White race and norms are valued, maintaining a sense of their Black racial identity while engaging in the environment. Accommodation refers to adapting the ideals and beliefs of the external environment as a way to create a consistency between an individuals' internal understanding and their external reality (Schunk, 2012). ...
Much of the research in science education that explores the influence of a racial and gendered identity on science, technology, engineering, and mathematics (STEM) engagement for Black women situate their identities primarily as responses to the oppression and struggles they face in STEM. In this study, we use Phenomenological Variant Ecological Systems Theory as a strengths‐based approach to investigate 10 undergraduate Black women’s perceptions of race and gender on their STEM identity development and engagement. The qualitative analysis of interview and journal data revealed these women enter STEM experiences cognizant of their race and gender identities, naming them in isolation and intersectionally as a potential risk or as being protective, positive, and empowering for their STEM engagement. These findings illuminate the importance of Black women self‐authoring their identities in STEM contexts, both in naming what is salient and defining what those names mean, and have implications for STEM retention and matriculation efforts.
... There are differing beliefs on whether or not predominantly White institutions (PWIs) can foster academic success among Black female students (Love, Trammell, & Cartner, 2010;Reeder & Schmitt, 2013). Although previous studies have examined this issue (Good, Halpin, & Halpin, 2014;Marsh, 2012;Russell, 2011), a womanist perspective has not been applied to study Black female students' experiences at RB-PWIs, especially in the sociological literature. Despite the unique social context of RBPWIs and relevance to various sociological concepts pertaining to identity and social institutions, literature on the Black female experience in higher education is monopolized by the fields of psychology, counseling, and student development. ...
In this extended case method analysis, Black female undergraduate students engaged in reflective journal writing in an effort to identify unique factors that impacted their academic experiences at a religiously based PWI (RBPWI). Data was gathered through reflective journal writing, a feminist and culturally relevant research methodology, which provided Black female students the opportunity to reflect on their experiences at a RBPWI. Purposive sampling was used to select academically successful Black female students (N = 8) who then wrote about academic experiences , sources of motivation, and campus climate. Students responded to a series of open-ended questions in their reflective journal writing over a two-week period. A womanist approach guided the data analysis of the journal writings with a specific focus on themes related to spirituality, mothering, family, and solidarity. The findings of this study suggest that womanist factors such as mothering and spirituality are sources of academic motivation and resilience that help Black female students succeed at RBPWIs. Results from this research also indicated that Black female students prefer to be part of social groups and clubs on campus that promote solidarity and empowerment among Black women.
This syllabus explores the connections between Rapsody’s album and the experiences of Black women, with an emphasis on education. Much like Black women in education, Rapsody 's talents are often obscured and minimized. Her album “Eve ” is a love letter to Black women and serves as a mirror for Black women educators. This syllabus centers on Black women and highlights the beauty and magic of our presence within oppressive institutions. It works to amplify and extend the nonfungible existence of Black women, the humanization of our voices and words as sacred texts, and illuminate our ever-evolving contributions. Black women’s stories are highlighted throughout this syllabus to underscore the ways our lived experiences can create effective pedagogical practices, space for healing, and disrupt oppressive institutions.
