Abstract

Eleven African American adolescent females were interviewed about their educational experiences within a predominately white, suburban school district. This study explores how the area of residence (majority white suburban or majority black urban) influences children’s and young adolescents’ views of race and impacts the way they develop ideas of what it means to them to be an African American woman. Specific information regarding perceptions of academic and social experiences is discussed. The influence race and gender have on the everyday activities of the participants and the ways in which the participants navigate social inequities are discussed. Practical applications for educators are suggested as a result of this study.

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Additional Information

ISSN
1935-8652
Print ISSN
1935-8644
Pages
pp. 259-285
Launched on MUSE
2009-06-14
Open Access
No
Archive Status
Archived
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