Muting Black girls
How office referral forms mask dehumanising disciplinary interactions
Bibliographic Data
| ID | 10106288 |
|---|---|
| Authors | Alaina Neal-Jackson (0000-0002-5354-7523, University of Michigan, Ann Arbor, MI, USA, corresponding author) |
| Year | 2020 |
| Volume | 52 |
| Issue | 3 |
| Pages | 295-308 |
| Publication date | 2020-06-19 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Educational Administration & History (JOURNAL) |
| Journal identifiers | ISSN: 0022-0620 • E-ISSN: 1478-7431 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00220620.2020.1781800 |
| OpenAlex | W3036991281 |
| Language | EN |
| Citations received | 4 |
| References cited | 19 |
Within US public schools, Black girls are increasingly overrepresented in exclusionary discipline. Typically, this disproportionality has been examined through the analysis of district wide discipline records including, but not limited to, office referrals. Few studies have endeavored to interrogate the structure and creation of office referrals as more than a mundane part of the disciplinary system. Based on a two-year ethnographic investigation of one high school, and drawing upon Black feminist theory, this paper examined how the structure of office referrals, and teachers’ subsequent use, enabled them to serve as critical tools in facilitating the dehumanization of Black girls during disciplinary interactions. Analysis revealed multiple ways in which referral forms empowered teachers to control the narratives surrounding misbehavior in ways that demonized Black girls while simultaneously masking their own negligence. Recommendations for practice and research are discussed
Critical race theory · Dehumanization · Discipline · Narrative · Pedagogy · Race (biology · Referral · School Discipline · Social science · Sociology · Criminal Justice and Corrections Analysis · Critical Race Theory in Education · Education Discipline and Inequality · Gender Studies · Medicine · Nursing · Psychology
From Spirit-Murdering to Spirit-Healing
Tracking Epistemic Violence, Tracking Practices of Silencing
I’m not running around with my pants sagging, so how am I not acting like a lady?”
Unmasking the Inequitable Discipline Experiences of Urban Black Girls
The Effects of Zero Tolerance Policies on Black Girls
Black Girls and School Discipline
Persistently Harsh Punishments Amid Efforts to Reform
Writing Ethnographic Fieldnotes, Second Edition
Mapping the Margins
Black Feminist Thought
Against the Dark
Culturally Relevant Pedagogy
A Clear Lack of Equity in Disciplinary Consequences for Black Girls in Texas
Flipping the Script
Unaccounted Foundations
Girls Behaving Badly? Race, Gender, and Subjective Evaluation in the Discipline of African American Girls
| Citations per year | 0.8 |
|---|---|
| Citation span | 2021 - 2026 (6) |
| Highly cited | No |