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Why addressing the education needs of Black girls would universally…
Why addressing the education needs of Black girls would universally benefit students
Adultification
is a form of dehumanization that
Robs Black children of their innocence
Reinforces a false narrative that Black children’s missteps are intentional and malicious instead of a critical characteristic of childhood.
As a result, some children are not allowed to make mistakes and to learn, grow, and benefit from correction to the same degree as white children.
Research shows that Black girls experience this stereotype directly.
Adult Perceptions
Across all age ranges, participants viewed Black girls collectively as more adult than White girls.
Responses revealed that participants perceived Black girls as needing less protection and nurturing than white girls.
Beginning as early as five years of age, Black girls were more likely to :
*Be viewed as behaving and seeming older than their stated age; more knowledgeable about adult topics, including sex; and more likely to take on adult roles and responsibilities than what would have been expected for their age.
Scholars (Dr. Monique W. Morris) have observed that society regularly responds to Black girls as if they are fully developed adults
Consequently educators’ tendencies to associate Black girls’ behavior with stereotypes of adult Black women can be extensive.
Edward Morris observed that Black female students:
“appeared less restrained” by the view of femininity as docile and compliant and “less expectant of male protection than white girls”
Morris also found that teachers trained their focus on condemning such comportment at the expense of guiding their academic progress—
effectively disciplining Black girls for perceived loud and un-ladylike behavior that challenged their authority.
Researchers have similarly observed that Black girls are under greater surveillance of their decorum than their white peers
Researchers suggest that the phenomenon of adultification may contribute to increasingly disproportionate rates of school discipline for Black girls
Black girls are more likely to
“experience exclusionary discipline outcomes for subjective reasons, such as disobedience/defiance, detrimental behavior, and third-degree assault, all of which depend on the subjective judgment of school personnel.”
When referred to the disciplinary office, black girls may also be punished more harshly than their peers for the same behaviors.
These subjective determinations can fuel school authorities’ adultification of Black girls.
Students are more likely to be arrested on days they are suspended from school and that suspensions are connected to higher dropout rates and increased risk of contact with the juvenile justice system
Black girls possess varied experiences and skills, all of which must be considered strengths. In other words, there are many ways of being a Black
girl and no one set of behaviors should be expected or demanded from them to be given equal access to educational opportunity.
Teaching Science Process Skills - NSTA
National Science Teachers Association
Inference
For Black girls, part of their critical consciousness development involves developing an awareness of which strategies to use when, and how to best respond to a situation to get the results that they want.
Sorting and Classifying
Black girls use particular competencies to recognize, process, and respond to messages that they receive connected to their status as Black adolescent females in U.S. society while simultaneously crafting their own sense of their Black girl identities
Measuring Qualities
Black girls’ identity development is a combination of individual meaning making processes and the internalization of messages that exist in context at the individual, community, and societal levels.
Observing Qualities
Centering Black Girls' Literacies- A Review of Literature on the Multiple Ways of Knowing of Black Girls
Black girls generate and produce knowledge. This knowledge has been historically silenced by a dominant group.
Black girls exhibit philosophies and practices that are distinguished from those of other groups.
Understanding a complete vision of the identities girls create for themselves and the literacies and practices is needed to teach them best.
Black girls are constantly threatened by assault or physical violence and damaging instructional practices in and outside school.
Academic wrongs have positioned black girls as less than others or have focused on pathologies rather than the intellectual promise they possess. Black girls' narratives have been falsified or incompletely told from how they are misrepresented and dehumanized in the public media and the disconnect between their lives and interests with the sanctioned curriculum. Black girl literacies are deeply complex, and the need to center their ways of knowing and being in the world
