CAN\u27T BE BROKEN: THE SURVIVAL OF BLACK GIRLS IN A BROKEN EDUCATIONAL SYSTE

Johnson, Ashley Monique

English

This dissertation follows a three-article format. The purpose of this study was to explore the components of K-12 urban or suburban, private/charter, and public schools to determine if the setting is prepared to implement holistic approaches to support Black girls to meet there social and emotional needs. The first article uncovers the perceptions of teachers not feeling prepared to implement a social-emotional learning environment through a culturally responsive pedagogical framework.  The second article focuses on the impact Black educators have on Black students within the academic setting from a phenomenological lens, lived experiences were shared to understand the passion, purpose, and perseverance of Black educators through a culturally responsive pedagogy ideology.  The third article discovers how Black parents from a k-12 school environment navigate the educational system as protectionists of their daughters from an intergenerational and historical standpoint, ensuring the identities and spirit of Black girls are not diminished within the academic setting. The conceptualization of Black parents views, Black educators purpose of becoming educators, and the perspectives of teachers feeling prepared in the classroom, Black Girl Care framework was derived to ensure the understanding of Black parent protection, provide love and care, and redefining the school setting for Black girls to be supported and protected in schools

University of Memphis Digital Commons

CAN\u27T BE BROKEN: THE SURVIVAL OF BLACK GIRLS IN A BROKEN EDUCATIONAL SYSTEM

https://digitalcommons.memphis.edu/cgi/viewcontent.cgi?article=3712&amp;context=etd

CAN\u27T BE BROKEN: THE SURVIVAL OF BLACK GIRLS IN A BROKEN EDUCATIONAL SYSTEM

Abstract

Similar works

Full text

Available Versions

University of Memphis Digital Commons