Jennifer M Wilmot
Biographic Data
| ID | 5697154 |
|---|---|
| NAME | Jennifer M Wilmot |
| GIVEN NAMES | Jennifer M |
| FAMILY NAME | Wilmot |
| SIGNATURE | WILMOT J M |
| AFFILIATIONS | University of Kansas |
| ORCID | 0000-0002-8305-2708 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 24 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Between Bridges
Through interviews with incarcerated Black male youth in Chicago, we examine how assumptions of black criminality obscure their academic potential. Despite schools building bridges to prison, these young men: (1) loved school, contrary to dominant narratives; (2) experienced trauma mischaracterized as behavioral problems; and (3) engaged their Black educational imagination (Dumas & Ross, Citation2016) to envision futures beyond confinement. We re…
“When We Come to Your Class … We Feel Not Like We're in Prison”
Education research increasingly conceptualizes how social interactions and contexts of public schools replicate practices found in prisons. Yet prison-schooling is often left out of education research. Concurrently, prison-schooling is where we educate a disproportionate amount of multiply marginalized youth, specifically disabled Girls of Color. The lack of attention to prison-schools has limited how teaching in youth carceral facilities can be …
Solidarity Incarcerated
Context: Prison education has often been ignored in discussions of public education. When it has been included, Girls of Color are often eclipsed by larger populations of Boys of Color. Yet the routes disabled Girls of Color take to prisons are different from those of their male peers; Girls of Color become incarcerated for low-level offenses and often end up back in prison due to probation violations, meaning they have been punished more severel…
Performing color-evasiveness
Policy as Punishment and Distraction
Black girls’ experiences with sexual harassment in schools remain critically understudied. To mediate this void, this study explored the role of educators and school policy as disrupting or perpetuating racialized sexual harassment toward them. Using a disability critical race theory (DisCrit) framework, we argue educator response and education policy create a nexus of subjugation that makes Black girls increasingly vulnerable to experience racia…
From Spirit-Murdering to Spirit-Healing
School is a hyperviolent space for Black students and in particular for Black girls. Black girls continue to be adultified, criminalized, and spirit-murdered by educators who enact racially discriminatory school disciplinary policies. Using literature from racial microaggressions and antiblackness, we introduce a model that we refer to as “antiblack aggressions” to examine the disciplinary experiences of two Black girls who were at the center of …
From Spirit-Murdering to Spirit-Healing
School is a hyperviolent space for Black students and in particular for Black girls. Black girls continue to be adultified, criminalized, and spirit-murdered by educators who enact racially discriminatory school disciplinary policies. Using literature from racial microaggressions and antiblackness, we introduce a model that we refer to as “antiblack aggressions” to examine the disciplinary experiences of two Black girls who were at the center of …
Performing color-evasiveness
From Spirit-Murdering to Spirit-Healing
School is a hyperviolent space for Black students and in particular for Black girls. Black girls continue to be adultified, criminalized, and spirit-murdered by educators who enact racially discriminatory school disciplinary policies. Using literature from racial microaggressions and antiblackness, we introduce a model that we refer to as “antiblack aggressions” to examine the disciplinary experiences of two Black girls who were at the center of …
Policy as Punishment and Distraction
Black girls’ experiences with sexual harassment in schools remain critically understudied. To mediate this void, this study explored the role of educators and school policy as disrupting or perpetuating racialized sexual harassment toward them. Using a disability critical race theory (DisCrit) framework, we argue educator response and education policy create a nexus of subjugation that makes Black girls increasingly vulnerable to experience racia…
Solidarity Incarcerated
Context: Prison education has often been ignored in discussions of public education. When it has been included, Girls of Color are often eclipsed by larger populations of Boys of Color. Yet the routes disabled Girls of Color take to prisons are different from those of their male peers; Girls of Color become incarcerated for low-level offenses and often end up back in prison due to probation violations, meaning they have been punished more severel…
Performing color-evasiveness
“When We Come to Your Class … We Feel Not Like We're in Prison”
Education research increasingly conceptualizes how social interactions and contexts of public schools replicate practices found in prisons. Yet prison-schooling is often left out of education research. Concurrently, prison-schooling is where we educate a disproportionate amount of multiply marginalized youth, specifically disabled Girls of Color. The lack of attention to prison-schools has limited how teaching in youth carceral facilities can be …
Between Bridges
Through interviews with incarcerated Black male youth in Chicago, we examine how assumptions of black criminality obscure their academic potential. Despite schools building bridges to prison, these young men: (1) loved school, contrary to dominant narratives; (2) experienced trauma mischaracterized as behavioral problems; and (3) engaged their Black educational imagination (Dumas & Ross, Citation2016) to envision futures beyond confinement. We re…
Critical Race Theory in Education (5 works) · Sociology (5 works) · Education Discipline and Inequality (4 works) · Political science (4 works) · Psychology (4 works) · Criminology (3 works) · Gender Studies (3 works) · Pedagogy (3 works) · Disability Education and Employment (2 works) · Gender Studies (2 works)