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Middle School Journal Volume 51, 2020 - Issue 1: Behavioral & Curricular Practices in Support of Healthy Identity Development
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ORIGINAL ARTICLES

“Loud, proud, and love a crowd:” African American girls and school discipline practices

Brenda L. Townsend WalkerView further author information
Pages 12-18 | Published online: 18 Dec 2019

Citations (6)

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Read on this site (2)

Adam Aloi & Christa S. Bialka. (2023) Unearthing and addressing bias: understanding the connection between teacher dispositions and disproportionality. Disability & Society 38:9, pages 1689-1710.
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Tia C. Dolet & Spencer Salas. (2021) “So she might know her beauty”: Creating safe spaces for Black girls in the middle grades. Middle School Journal 52:4, pages 4-12.
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Articles from other publishers (4)

Camila Cribb Fabersunne, Seung Yeon Lee, Dannielle McBride, Ali Zahir, Angela Gallegos-Castillo, Kaja Z. LeWinn & Meghan D. Morris. (2023) Exclusionary School Discipline and School Achievement for Middle and High School Students, by Race and Ethnicity. JAMA Network Open 6:10, pages e2338989.
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Aisha N. Griffith. (2023) “They Do Us Wrong”: Bringing Together Black Adolescent Girls’ Voices on School Staff’s Differential Treatment. Journal of Black Psychology 49:5, pages 598-645.
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Jennifer Ns. Brooks. (2022) Illuminating The Call: Loud, Proud, and Love a Crowd: Put Black Voices Center Stage When Developing Language Skills. Voices from the Middle 30:2, pages 17-19.
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Saundra Johnson Austin, Brenda L. Walker, LaSonya L. Moore, Marquis B. Holley, Samuel Larmar Wright, Sr.Lisa M. Knight. 2022. Implementing Diversity, Equity, Inclusion, and Belonging in Educational Management Practices. Implementing Diversity, Equity, Inclusion, and Belonging in Educational Management Practices 156 173 .

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