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Access Type
WSU Access
Date of Award
January 2024
Degree Type
Dissertation
Degree Name
Ed.D.
Department
Educational Leadership and Policy
First Advisor
Erica B. Edwards
Abstract
This dissertation explores the experiences of Black girls attending predominantly white schools in suburban Detroit, focusing on how these educational environments shape their racial identity development. Using Black Girl Cartography as a theoretical framework and employing a narrative inquiry methodology, the study captures the voices of Black girls, addressing critical gaps in the literature by offering a nuanced understanding of their experiences in racially isolated environments. The findings reveal the pervasive impact of racial isolation, systemic racism, and identity struggles, which significantly affect both the personal and academic development of Black girls. Participants frequently encountered microaggressions, discriminatory school policies, and biased academic expectations, which exacerbated their feelings of exclusion and invisibility. Despite these challenges, the study also highlights the resilience displayed by Black girls, particularly through the creation of safe spaces—both physical and conceptual—that allow them to reclaim their identities and resist marginalization.The research underscores the importance of addressing systemic inequities within predominantly white schools by advocating for educational policy reforms that foster inclusivity and equity. Key recommendations include the development of culturally responsive support networks, the creation of safe spaces, and the re-examination of disciplinary practices that disproportionately target Black girls. Additionally, the study contributes to the literature by introducing Black Girl Cartography as a novel framework for understanding the spatial and social dynamics of identity development among Black girls. The research has practical implications for educators and policymakers, offering actionable strategies for creating more equitable and supportive school environments. Future research directions include expanding the study to explore the intersectionality of race, gender, and other identities, as well as evaluating the effectiveness of proposed policy reforms in reducing racial isolation and promoting positive identity development. By amplifying the voices of Black girls, this dissertation lays the groundwork for continued efforts to advance educational equity and social justice within school systems.
KEYWORDS: Black girls, racial identity, systemic racism, educational policy, Black Girl Cartography, narrative inquiry, resilience, predominantly white schools, equity, social justice
Recommended Citation
Markwart, Melanie, "Black Girls’ White Schools: Black Girls' Perceptions Of Attending Predominantly White Schools In The Metro Detroit Area" (2024). Wayne State University Dissertations. 4140.
https://digitalcommons.wayne.edu/oa_dissertations/4140