I’m That Girl: Promoting Resilience and Reclaiming Black Girl Voice

Due to racism and sexism in their educational environments, it can be difficult for young Black girls to cultivate a positive sense of who they are. This study investigates a group of Black girls from varying socioeconomic backgrounds attending schools that are predominantly white, black, or racially and ethnically diverse. Data consists of four researcher led focus groups with Black girls, with a total of 30 participants and an average age of 12.64 years. Inductive analysis uncovered the intersectionality of racism, class, and gender in the education experience as the dominant themes that emerged from the lived experiences of Black girls in each of these different school environments. The findings centered on the intersectionality of racism, class, and gender in their educational experiences. Discussion highlights potential future study directions as well as the ramifications for Black girls.