Unheard and Unseen: Black Female Experience in North Carolina Schools “We’re Here Too.”

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  • Dooley, Mary
    • School of Education, School Psychology
Abstract
  • This exploratory qualitative research study was designed to explore the academic experiences of Black female adolescents attending schools in North Carolina schools. In addition to considering the role that racial identity, parental socialization (i.e., racial/cultural, academic, and gender socialization), and school connectedness play in these academic experiences, using Critical Race Theory and Critical Whiteness Studies lenses, this study investigated the ways in which Black female adolescents’ academic experiences in the North Carolina school system are impacted by: (a) the relationships they share with their teachers, peers, and other school personnel; (b) the curriculum, and (c) white supremacy. To explore these experiences, in-depth interviews were conducted with nine Black female adolescent rising high school seniors. The participants answered questions in order to learn more about the experiences in and perceptions of their time in the North Carolina school system. Three main themes emerged from the participants responses: (1) white supremacy, (2) intersectionality, and (3) resilience and strength. The development of interventions, programs, and professional development for better supporting Black female students may be assisted by the perspectives and themes found in this study. Implications for practice and future research are included.
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  • Simeonsson, Rune
  • Martinez, Robert
  • Hughes, Sherick
  • Evarrs, Sandra
  • Knotek, Stephen
Degree
  • Doctor of Philosophy
Degree granting institution
  • University of North Carolina at Chapel Hill Graduate School
Graduation year
  • 2020
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