398
Views
0
CrossRef citations to date
0
Altmetric
Research Articles

From Black Girl Exclusion to Black Girl Empowerment: Understanding one Black girl’s digital and STEAM literacy practices as empowering, liberatory, and agentic

Pages 465-486 | Received 23 Jun 2021, Accepted 03 Dec 2021, Published online: 20 Mar 2023

References

  • Allen, C. D., & Eisenhart, M. (2017). Fighting for desired versions of a future self: How young women negotiated STEM-related identities in the discursive landscape of educational opportunity. Journal of the Learning Sciences, 26(3), 407–436. https://doi.org/10.1080/10508406.2017.1294985
  • Ashcraft, C., Eger, E. K., & Scott, K. A. (2017). Becoming technosocial change agents: Intersectionality and culturally responsive pedagogies as vital resources for increasing girls’ participation in computing. Anthropology & Education Quarterly, 48(3), 233–251. https://doi.org/10.1111/aeq.12197
  • Bellamy, K. (2020, August 11). The intersections of a Black woman. Unitarian Universalist Association. https://www.uua.org/international/blog/intersections-black-woman
  • Bhattacharya, K. (2017). Fundamentals of qualitative research: A practical guide. Taylor & Francis.
  • Bowman, P. J. (2006). Role strain and adaptation issues in the strength-based model: Diversity, multilevel, and life span considerations. The Counseling Psychologist, 34(1), 118–133. https://doi.org/10.1177/0011000005282374
  • Chavers, L. (2016, January 13). Here’s my problem with #BlackGirlMagic Black girls aren't magical. We’re human. Elle. https://www.elle.com/life-love/a33180/why-i-dont-love-blackgirlmagic/
  • Chavous, T. M., Rivas-Drake, D., Smalls, C., Griffin, T., & Cogburn, C. (2008). Gender matters, too: The influences of school racial discrimination and racial identity on academic engagement outcomes among African American adolescents. Developmental Psychology, 44(3), 637–654. https://doi.org/10.1037/0012-1649.44.3.637
  • Collins, K. H., Joseph, N. M., & Ford, D. Y. (2020). Missing in action: Gifted Black girls in science, technology, engineering, and mathematics. Gifted Child Today, 43(1), 55–63. https://doi.org/10.1177/1076217519880593
  • Collins, P. H. (1990). Black Feminist Thought: knowledge, consciousness, and the politics of empowerment. Routledge.
  • Collins, P. H. (1991). Learning from the outsider within: The sociological significance of Black feminist thought. In M. M. Fonow & J. A. Cook (Eds.), Beyond methodology: Feminist scholarship as lived research (pp. 35–59). Indiana University Press.
  • Collins, P. H. (2009). Another kind of public education: Race, schools, the media, and democratic possibilities. Beacon Press.
  • Collins, P., & Bilge, S. (2016). Intersectionality. Polity Press.
  • Crenshaw, K. W. (1989). Demarginalizing the intersection of race and sex: A Black feminist critique of antidiscrimination doctrine, feminist theory, and antiracist politics. University of Chicago Legal Forum, 140, 139–167.
  • Crenshaw, K. W. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241–1299. https://doi.org/10.2307/1229039
  • Crenshaw, K., Ocen, P., & Nanda, J. (2015). Black girls matter: Pushed out, overpoliced, and underprotected. African American Policy Forum.
  • Dasgupta, N., & Stout, J. G. (2014). Girls and women in science, technology, engineering and mathematics: STEMing the tide and broadening participation in STEM careers. Policy Insights from the Behavioral and Brain Sciences, 1(1), 21–29. https://doi.org/10.1177/2372732214549471
  • Delgado, D., & Stefancic, J. (2001). Critical race theory: An introduction. NYU Press.
  • Delgado, R. (Ed.). (1995). Critical race theory: The cutting edge. Temple University Press.
  • Dweck, C. S. (2007). Is math a gift? Beliefs that put females at risk. In S. J. Ceci & W. M. Williams (Eds.), Why aren’t more women in science? Top researchers debate the evidence (pp. 47–56). American Psychological Association.
  • Espinosa, L. (2011). Pipelines and pathways: Women of color in undergraduate STEM majors and the college experiences that contribute to persistence. Harvard Educational Review, 81(2), 209–241. https://doi.org/10.17763/haer.81.2.92315ww157656k3u
  • Farinde, A., & Lewis, C. (2012). The underrepresentation of African American female students in STEM fields: Implications for classroom teachers. US-China Education Review, 2(4), 421–431.
  • Gadsden, V. (2002). Current areas of interest in family literacy. In J. Comings, B. Garner, & C. Smith (Eds.), Annual review of adult learning and literacy (Vol. 3, pp. 248–267). Jossey-Bass.
  • Garcia, P., & Scott, K. (2016). Traversing a political pipeline: An intersectional and social constructionist approach toward technology education for girls of color. InterActions: UCLA Journal of Education and Information Studies, 12(2), 1-25. https://doi.org/10.5070/D4122029594
  • Garcia, P., Fernández, C., & Okonkwo, H. (2020). Leveraging technology: How Black girls enact critical digital literacies for social change. Learning, Media and Technology, 45(4), 345–362. https://doi.org/10.1080/17439884.2020.1773851
  • Garner, P. R. (2020). The sounded-word aesthetics: Black girl covenant and the fire commandments. International Journal of Qualitative Studies in Education, 34(6), 1–13.
  • Greene, D. (2021). Black adolescent girls’ multimodalities in out-of-school literacy spaces. In D. Price-Dennis, & G. Muhammad (Eds.), Black girls' literacies transforming lives and literacy practices (pp. 200–217). Routledge.
  • Greene, D. T. (2016). “We need more ‘US’ in schools!” Centering Black adolescent girls’ literacy and language practices in online school spaces. The Journal of Negro Education, 85, 274–289.
  • Griffin, A. (2021). A digital mismatch adolescent Black girls’ perception of the usefulness of digital tools. In D. Price-Dennis, & G. Muhammad (Eds.), Black girls’ literacies transforming lives and literacy practices (pp. 218–238). Routledge.
  • Haddix, M., & Sealey-Ruiz, Y. (2012). Cultivating digital and popular literacies as empowering and empancipatory acts among urban youth. Journal of Adolescent & Adult Literacy, 56(3), 189–192. https://doi.org/10.1002/JAAL.00126
  • Hairston, K. R. (2008). Dehumanization of the Black America female: An American/Hawaiian experience. Space for Difference: An Interdisciplinary Journal, 1(1), 65–85.
  • Hall, T. (2011). Designing from their own social worlds: The digital story of three African American young women. English Teaching: Practice and Critique, 10(1), 7–20.
  • Holland, D., & Lave, J. (2001). History in person: Enduring struggles, contentious practice, intimate identities. SAR Press.
  • hooks, b. (1993). Sisters of the Yam: Black women and self-recovery. Routledge.
  • Jacobs, C. (2017). The development of Black girl critical literacies of race, gender, and class in independent schools: Awareness, agency, & emotion [Doctoral dissertation, University of Pennsylvania]. Publicly Accessible Penn Dissertations.
  • Kendrick, M., Early, M., & Chemjor, W. (2013). Integrated literacies in a rural Kenyan girls’ secondary school journalism club. Research in the Teaching of English, 47(4), 391–419.
  • King, N. S. (2017). When teachers get it right: Voices of Black girls’ informal STEM learning experiences. Journal of Multicultural Affairs, 2(1), 1–15.
  • King, N. S., & Pringle, R. M. (2019). Black girls speak STEM: Counterstories of informal and formal learning experiences. Journal of Research in Science Teaching, 56(5), 539–569. https://doi.org/10.1002/tea.21513
  • Kirkland, D. (2008). Shaping the digital pen: Urban adolescent literacies in online social communities. Youth Media Reporter, 2, 188–200.
  • Lane, M. (2017). Reclaiming our queendom: Black feminist pedagogy and the identity formation of African American girls. Equity & Excellence in Education, 50(1), 13–24. https://doi.org/10.1080/10665684.2016.1259025
  • Lewis, T. (2013). We txt 2 sty cnnectd”: An African American mother and son communicate: Digital literacies, meaning-making, and activity theory systems. Journal of Education, 193(2), 1–13. https://doi.org/10.1177/002205741319300202
  • Lewis, T. (2014). Apprenticeships, affinity spaces, and agency: Exploring blogging engagements in family spaces. Journal of Adolescent & Adult Literacy, 58(1), 71–81. https://doi.org/10.1002/jaal.322
  • Lewis Ellison, T. (2016). Artifacts as stories: Understanding families, digital literacies, and storied lives. Journal of Adolescent & Adult Literacy, 59(5), 511–513. https://doi.org/10.1002/jaal.506
  • Lewis Ellison, T. (2017). Digital participation, agency, choice: An African American youth's digital storytelling about Minecraft. Journal of Adolescent & Adult Literacy, 61(1), 25–34. https://doi.org/10.1002/jaal.645
  • Lewis Ellison, T. (2018). Integrating and humanizing knowledgeable agents of the digital and Black Feminist Thought in digital literacy research. In K. Mills, A. Stornaiuolo, A. Smith, & J. Z. Pandya. (Eds.), Handbook of Digital Writing and Literacies Research. (p. 88–98). Routledge.
  • Lewis Ellison, T., & Kirkland, D. (2014). Motherboards, mics, and metaphors: Reexamining new literacies and Black feminist thought through technologies of self. E-Learning and Digital Media, 11(4), 390–405. https://doi.org/10.2304/elea.2014.11.4.390
  • Lewis Ellison, T., Robinson, B., & Qiu, T. (2019). Examining African American girls' literate intersection identities through journal entries and discussions about STEM. Written Communication, 37(1), 3–40.
  • Lewis Ellison, T., & Solomon, M. (2018). Digital play as purposeful and productive literacies among African American males. The Reading Teacher, 71(4), 495–500. https://doi.org/10.1002/trtr.1657
  • Lewis Ellison, T., & Solomon, M. (2019). Counter-storytelling vs. deficit thinking methods around African American children and families, digital literacies, race, and the digital divide. Research in the Teaching of English, 53(3), 223–244.
  • Linneberg, M. S., & Korsgaard, S. (2019). Coding qualitative data: A synthesis guiding the novice. Qualitative Research Journal, 19(3), 259–270. https://doi.org/10.1108/QRJ-12-2018-0012
  • Liu, W. M., Liu, R. Z., Garrison, Y. L., Kim, J. Y. C., Chan, L., Ho, Y., & Yeung, C. W. (2019). Racial trauma, microaggressions, and becoming racially innocuous: The role of acculturation and White supremacist ideology. American Psychologist, 74(1), 143–155. https://doi.org/10.1037/amp0000368
  • Love, B. L. (2013). “Oh, they’re sending a bad message”: Black males resisting and challenging Eurocentric notions of Blackness within hip hop and the mass media through critical pedagogy. International Journal of Critical Pedagogy, 4(3), 24–39.
  • Love, B. L. (2019). We want to do more than survive: Abolitionist teaching and the pursuit of educational freedom. Beacon Press.
  • McGee, E. O. (2016). Devalued Black and Latino racial identities: A by-product of STEM college culture? American Educational Research Journal, 53(6), 1626–1662. https://doi.org/10.3102/0002831216676572
  • Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook. Sage.
  • Moje, E., & Lewis, C. (2007). Examining opportunities to learn literacy: The role of critical sociocultural literacy research. In C. Lewis, P. E. Enciso, & E. B. Moje (Eds.), Reframing sociocultural research on literacy: Identity, agency, and power (pp. 15–48). Lawrence Erlbaum.
  • Morton, T. R., & Parsons, E. C. (2018). #BlackGirlMagic: The identity conceptualization of Black women in undergraduate STEM education. Science Education, 102(6), 1363–1393.
  • Muhammad, G. E., & Haddix, M. (2016). Centering Black girls’ ways of knowing: A historical review of literature on the multiple literacies of Black girls. English Education, 48(4), 299–336.
  • Muhammad, G. E., & McArthur, S. A. (2015). “Styled by their perceptions”: Adolescent girls’ interpretations of Black girlhood in the media. Multicultural Perspectives, 17(3), 133–138. https://doi.org/10.1080/15210960.2015.1048340
  • Muhammad, G. E., & Womack, E. (2015). From pen to pin: The multimodality of Black girls (re)writing their lives. Ubiquity: The Journal of Literature, Literacy and the Arts, 2(2), 6–45.
  • National Science Foundation, National Center for Science and Engineering Statistics (2015). Women, minorities, and persons with disabilities in science and engineering: 2015 (Rep. No. NSF 07-315). Arlington, VA: National Science Foundation.
  • National Center for Science and Engineering Statistics (2017). Women, minorities, and persons with disabilities in science and engineering: 2017 (Rep. No. NSF 13-304). National Science Foundation.
  • Nelson, A. (2002). Introduction: Future texts. Social Text, 20(2), 1–15. https://doi.org/10.1215/01642472-20-2_71-1
  • Ong, M., Wright, C., Espinosa, L., & Orfield, G. (2011). Inside the double bind: A synthesis of empirical research on undergraduate and graduate women of color in science, technology, engineering, and mathematics. Harvard Educational Review, 81(2), 172–209. https://doi.org/10.17763/haer.81.2.t022245n7x4752v2
  • Paris, D., & Winn, M. T. (Eds.). (2013). Humanizing research: Decolonizing qualitative inquiry with youth and communities. Sage Publications.
  • Perry, T. B., Williams, J., & Thomas, J. (2021). Urban young adolescent Black girls’ digital media practices humanizing the digital experience. In D. Price-Dennis, & G. Muhammad (Eds.), Black girls' literacies transforming lives and literacy practices (pp. 181–199). Routledge.
  • Pinkard, N., Erete, S., Martin, C., & McKinney de Royston, M. (2017). Digital youth divas: Exploring narrative-driven curriculum to trigger middle school girls’ interest in computational activities. Journal of the Learning Sciences, 26(3), 477–516. https://doi.org/10.1080/10508406.2017.1307199
  • Price-Dennis, D. (2016). Developing curriculum to support Black girls' literacies in digital spaces. English Education, 48(4), 337–361.
  • Price-Dennis, D., & Matthews, G. (2017). Preparing preservice teachers for 21st century classrooms. English Journal, 106(5), 99–102.
  • Price-Dennis, D., & Muhammad, G. (2021). Black girls' literacies: Transforming lives and literacy practices. Routledge.
  • Pringle, R. M., Brkich, K. M., Adams, T. L., West-Olatunii, C., & Archer-Banks, D. A. (2012). Factors influencing elementary teachers’ positioning of African American girls as science and mathematics learners. School Science and Mathematics, 112(4), 217–229. https://doi.org/10.1111/j.1949-8594.2012.00137.x
  • Richardson, E. (2002). African American literacies. Routledge.
  • Ricks, S. A. (2014). Falling through the cracks: Black girls and education. Interdisciplinary Journal of Teaching and Learning, 4(1), 10–21.
  • Rideout, V. J., Scott, K. A., & Clark, D. K. A. (2016). The digital lives of African American tweens, teens, and parents: Innovating and learning with technology. Executive Summary. Center for Gender Equity in Science and Technology.
  • Rose, C. (2018). Toward a critical hip-hop pedagogy for teacher education. In C. Emdin & E. Adjapong (Eds.), #HipHopEd: A compilation on hip-hop education. Volume 1: Hip-hop as education, philosophy, and practice (pp. 27–37). Brill Sense.
  • Sadker, M., & Sadker, D. (1994). Failing at fairness: How our schools cheat girls. Charles Scribner’s Sons.
  • San Pedro, T., & Kinloch, V. (2017). Toward projects in humanization: Research on co-creating and sustaining dialogic relationships. American Educational Research Journal, 54(1_suppl), 373S–3394. https://doi.org/10.3102/0002831216671210
  • Scott, K. A., & White, M. (2013). COMPUGIRLS’ Standpoint: Culturally responsive computing and its effect on girls of color. Urban Education, 48(5), 657–681. https://doi.org/10.1177/0042085913491219
  • Scott, K. A., Sheridan, K. M., & Clark, K. (2015). Culturally responsive computing: A theory revisited. Learning, Media and Technology, 40(4), 412–436. https://doi.org/10.1080/17439884.2014.924966
  • Smith-Evans, L., George, J., Graves Gross, F., Kaufmann, L., & Frohlich, L. (2014). Unlocking opportunity for African American girls: A call to action for educational equity. NAACP Legal Defense and Educational Fund.
  • Solórzano, D. G., & Yosso, T. J. (2002). Critical race methodology: Counter-storytelling as an analytical framework for education research. Qualitative Inquiry, 8(1), 23–44. https://doi.org/10.1177/107780040200800103
  • Toliver, S. R. (2019). Breaking binaries: #BlackGirlMagic and the Black ratchet imagination. Journal of Language and Literacy Education, 15(1), 1–26.
  • Toliver, S. R. (2020). Can I get a witness? Speculative fiction as testimony and counterstory. Journal of Literacy Research, 52(4), 507–529. https://doi.org/10.1177/1086296X20966362
  • Turner, J. D., & Griffin, A. A. (2020). Brown girls dreaming: Adolescent Black girls’ futuremaking through multimodal representations of race, gender, and career aspirations. Research in the Teaching of English, 55(2), 109–133.
  • Vasudevan, L. (2011). Re-imagining pedagogies for multimodal selves. Teachers College Record: The Voice of Scholarship in Education, 113 (13), 88–108. https://doi.org/10.1177/016146811111301304
  • Vining-Brown, S. (1994). Minority women in science and engineering education (Final report). Educational Testing Service.
  • Webster, C. L. (2020). The history of Black girls and the field of Black girlhood studies: At the forefront of academic scholarship. The American Historian, 38. Retrieved from https://www.oah.org/tah/issues/2020/the-history-of-girlhood/the-history-of-black-girls-and-thefield-of-black-girlhood-studies-at-the-forefront-of-academic/
  • Williams, P. (1987). Spirit-murdering the messenger: The discourse of fingerpointing as the law's response to racism. University of Miami Law Review, 42, 127.
  • Zeldin, A. L., & Pajares, F. (2000). Against the odds: Self-efficacy beliefs of women in mathematical, scientific, and technological careers. American Educational Research Journal, 37(1), 215–246. https://doi.org/10.3102/00028312037001215

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.