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Race Ethnicity and Education Volume 1, 1998 - Issue 2
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Original Articles

‘Invisible’ and ‘Womanish’: Black girls negotiating their lives in an African‐centered school in the USA

Annette Henry College of Education, M/C 147, University of Illinois at Chicago, 1040 W. Harrison Street, Chicago, IL 60607-7133, USA E-mail: [email protected]
Pages 151-170 | Published online: 24 May 2006

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Heidi T. Katz & Emmanuel O. Acquah. (2022) Places of freedom or entrapment? Black adolescent girls’ school experiences. International Journal of Qualitative Studies in Education 0:0, pages 1-16.
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Ligia (Licho) López López & Nikey. (2021) ‘Black girl magic, y’all can’t stand it, y’all can’t ban it’: Black girl curated curricula unsettling the conventional reason of school. Race Ethnicity and Education 24:2, pages 229-244.
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Zelda Lockhart. (2019) Mutual vulnerability and intergenerational healing: Black women HBCU students writing memoir. Journal of Poetry Therapy 32:3, pages 169-180.
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Connie Wun. (2018) Angered: Black and non-Black girls of color at the intersections of violence and school discipline in the United States. Race Ethnicity and Education 21:4, pages 423-437.
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Dominique C. Hill. (2018) Black girl pedagogies: layered lessons on reliability. Curriculum Inquiry 48:3, pages 383-405.
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Njoki Nathani Wane. (2009) Black Canadian feminist thought: perspectives on equity and diversity in the academy. Race Ethnicity and Education 12:1, pages 65-77.
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Annette Henry. (2006) ‘There’s salt‐water in our blood’: the ‘Middle Passage’ epistemology of two Black mothers regarding the spiritual education of their daughters. International Journal of Qualitative Studies in Education 19:3, pages 329-345.
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Cynthia Joseph. (2006) Negotiating discourses of gender, ethnicity and schooling: ways of being Malay, Chinese and Indian schoolgirls in Malaysia. Pedagogy, Culture & Society 14:1, pages 35-53.
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Annette Henry. (2001) The Politics of Unpredictability in a Reading/Writing/Discussion Group With Girls From the Caribbean. Theory Into Practice 40:3, pages 184-189.
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Articles from other publishers (16)

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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Danielle Apugo, Andrene J. Castro & Sharyn A. Dougherty. (2022) Taught in the Matrix: A Review of Black Girls’ Experiences in U.S. Schools. Review of Educational Research 93:4, pages 559-593.
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Heather Hill, Markita Warren & Charlotte E. Jacobs. (2023) Mapping the Boundaries of Racetalk: Examining the Experiences of Black Girls in Independent Schools. Teachers College Record: The Voice of Scholarship in Education 125:7-8, pages 133-158.
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Jemimah L Young & Inna N Dolzhenko. (2022) School quality matters: A multilevel analysis of school effects on the early reading achievement of Black girls. Journal of Early Childhood Literacy, pages 146879842210969.
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Grace D. Player. (2021) “My Color of My Name”: Composing Critical Self-Celebration with Girls of Color through a Feminist of Color Writing Pedagogy. Research in the Teaching of English 55:3, pages 216-240.
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Brittany N. Anderson. (2020) “See Me, See Us”: Understanding the Intersections and Continued Marginalization of Adolescent Gifted Black Girls in U.S. Classrooms. Gifted Child Today 43:2, pages 86-100.
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Sheretta T. Butler-Barnes & Misha N. Inniss-Thompson. (2020) “My Teacher Doesn’t Like Me”: Perceptions of Teacher Discrimination and School Discipline among African-American and Caribbean Black Adolescent Girls. Education Sciences 10:2, pages 44.
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Sherell A. McArthur & Monique Lane. (2018) Schoolin’ Black Girls: Politicized Caring and Healing as Pedagogical Love. The Urban Review 51:1, pages 65-80.
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Venus Evans-Winters, Dorothy E. Hines, Allania Moore & Teresa Lawrence Jones. (2018) Locating Black Girls in Educational Policy Discourse: Implications for the Every Student Succeeds Act. Teachers College Record: The Voice of Scholarship in Education 120:13, pages 1-18.
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Alaina Neal-Jackson. (2018) A Meta-Ethnographic Review of the Experiences of African American Girls and Young Women in K–12 Education. Review of Educational Research 88:4, pages 508-546.
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Monique Lane. (2018) “For Real Love”: How Black Girls Benefit from a Politicized Ethic of Care. International Journal of Educational Reform 27:3, pages 269-290.
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Conra D. Gist, Terrenda White & Margarita Bianco. (2017) Pushed to Teach: Pedagogies and Policies for a Black Women Educator Pipeline . Education and Urban Society 50:1, pages 56-86.
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Rowena Linton & Lorna McLean. (2017) I’m Not Loud, I’m Outspoken. Girlhood Studies 10:1.
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Traci P. Baxley & Genyne Henry BostonTraci P. Baxley & Genyne Henry Boston. 2014. (In)visible Presence. (In)visible Presence 27 46 .
NICOLA ROLLOCK. (2007) Why Black girls don't matter: exploring how race and gender shape academic success in an inner city school. Support for Learning 22:4, pages 197-202.
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Linda C. Tillman. (2016) Culturally Sensitive Research Approaches: An African-American Perspective. Educational Researcher 31:9, pages 3-12.
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