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This study offers the results of a Black feminist project in humanization designed to understand administrators' role in interrupting the over-disciplining of Black girls in urban public schools. Carried out with 5 Black girls on probation and 5 Black urban school leaders, the findings suggest that the approaches the administrators used to uplift social justice were not as useful to Black girls' educational experiences as they were assumed to be. In discussion, the paper attributes the disconnection between intent and reception to the competing demands administrators are subject to in a racialized neoliberal educational context. [ABSTRACT FROM AUTHOR]

In this theoretical essay, I argue that the contemporary over-disciplining of Black and Native youth can best be understood through understanding the culturally violent roots of the heroic white woman teacher. I use analytical tools from settler colonial theory and feminist of color theory to inform my epistemological framing of power as a site of multidimensionality existing across space and depth (Sandoval, Methodology of the oppressed, vol 18, University of Minnesota Press, Minneapolis, 2013) and comprised of mutually constructed systems of oppression (Collins, Black feminist thought: knowledge, consciousness, and the politics of empowerment, Routledge, London, 2002). Revisioning the "discipline gap" from this vantage point moves us away from culturally focused or individualized deficit thinking aimed at communities of color and toward understanding the structures and histories foundational to our contemporary school systems, and the individuals who have informed and upheld those structures for nearly 200 years. I close with a discussion of immediate practical changes we can implement in classrooms, as well as a perhaps less practical call for reimagining decolonial futurities for teaching and schooling, both taking into account that the current U.S. teaching force and enrollees in credential programs are majority white and female whereas the student population is not. [ABSTRACT FROM AUTHOR]

The "multiple jeopardies" that often act as barriers for Black women in both leadership and society may be the same barriers that provide the uniquely diversified leadership perspectives needed to address a rapidly changing global society. However, the dominant image of leadership is still primarily White and male. Disrupting this image calls for the centering of little-known lived experiences and insights from those on the margins of the leadership narrative, such as the 15 Black women graduate student participants included in this phenomenological study. Findings from this study highlight the hidden and invisible obstacles facing Black women, as well as how these obstacles impact: (a) perceptions of their leadership qualities, (b) personal leadership philosophies, and (c) potential employers. [ABSTRACT FROM AUTHOR]

This qualitative study takes account of the salience of activism in informing the worldviews and professional practices of a multigenerational sample of 42 African American educators in Birmingham, Alabama. Framed by life course, Black feminist thought, and hip-hop educational research perspectives, the study highlights how the participants grapple with: generational misunderstandings; re-visioning traditional notions of activism; and forging intergenerational alliances. Birmingham, forever bound by its haunted yet sacred civil rights history, is presented as a prototypical space for examining this inquiry and sparking a resurgent activism among African American educators. The author concludes with implications for the capacity of contemporary African American educators in the U.S. South to forge intergenerational alliances to advance the aims of African American education. [ABSTRACT FROM AUTHOR]

The experiences of a Black Female academic, working at a Predominately White Institution (PWI), is explored in this work. The author suggests that Black women have been historically marginalized within most PWI's and historically this has been viewed in a negative light. Here it is suggested that Black women in academe view this position as one of power which can be used to propel them towards the goals of tenure and promotion. This work uses Black Feminist Theory to examine these experiences and to provide a proper context for analysis. [ABSTRACT FROM AUTHOR]