My Greatness Made a Difference There”
Exploring the High School Experiences of High Achieving Black Girls
Bibliographic Data
| ID | 9729385 |
|---|---|
| Authors | Renae D Mayes (0000-0001-7999-456X, University of Arizona, Tucson, USA, corresponding author), Kendra Lowery (0000-0002-9650-3512, Ball State University, Muncie, IN, USA), Lauren Mims (0000-0002-4801-5311, New York University), Lauren C Mims (New York University), Jennifer Rodman (Ball State University, Muncie, IN, USA), Deneen Dixon-Payne (0000-0001-5278-6648, Towson University, MD, USA) |
| Year | 2024 |
| Volume | 56 |
| Issue | 6 |
| Pages | 728-755 |
| Publication date | 2024-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education and Urban Society (JOURNAL) |
| Journal identifiers | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/00131245231195001 |
| OpenAlex | W4386251987 |
| Language | EN |
| Citations received | 2 |
| References cited | 41 |
Recent studies have provided insight into the schooling experiences and lives of Black girls. These studies highlight the challenges that Black girls face in the school environment including underachievement, disproportionality in school discipline, deficit ideologies, and educator and counselor bias. The current study centers the voices on high achieving Black girls in an effort to center their unique and nuanced experiences in high school. Data was collected using in-depth individual interviews and analyzed using Interpretive Phenomenological Analysis. We found that high achieving Black girls must navigate deficit thinking and negative stereotypes similar to their peers while they also pull strength and resilience from their intersecting identities. Further, high achieving Black girls were tenacious in their pursuits and found familial and teacher relationships to be paramount in their success. These findings support the importance of developing intentional and systemic supports to counter intersectional oppression to meet the needs of high achieving Black girls
Developmental psychology · Greatness · Oppression · Pedagogy · Political science · Politics · Psychological resilience · Sociology · Early Childhood Education and Development · Education Discipline and Inequality · Gender Studies · Parental Involvement in Education · Psychology · Social Psychology
The Womanist Reader
Black Girl Cartography
Black Feminist-Womanist Research Paradigm
“This Is Not Reality … It's Only TV”
High-achieving schools connote risks for adolescents
From Spirit-Murdering to Spirit-Healing
Plotting a history
What's Race Got to Do With It? Racial Socialization's Contribution to Black Adolescent Coping
Beyond the divide between cognition and discourse
Ogbu Revisited
Living the Literature
Black Girls and School Discipline
Risk and Protective Factors in Mathematically Talented Black Male Students
Sugar and Spice and Everything Nice? Teacher Perceptions of Black Girls in the Classroom
Pushed to Teach
When Black Girls Fight
Between a “ROC” and a School Place
The White Kid Can Do Whatever He Wants
Urban High School Students' Academic Communities and Their Effects on Mathematics Success
They Told Me What I Was Before I Could Tell Them What I Was
Mental health, well‐being, and help‐seeking in schools among black adolescents
The antecedents and consequences of racial/ethnic discrimination during adolescence
Discrimination Distress During Adolescence
Two Decades of Developments in Qualitative Inquiry
Against the Dark
Talking Back
The Strengths of High-Achieving Black High School Students in a Racially Diverse Setting
Learning from the Outsider Within
Accusations of Acting White
Ladies' or 'Loudies
The Construction of Black High-Achiever Identities in a Predominantly White High School
The Punishment Gap
| Unique citing works | 2 |
|---|---|
| Citations per year | 1 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |