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“Prologue” and “Addendum: A Martinez-Inspired Counterstory about the German Hamilton” from Lin-Manuel Miranda’s Hamilton: Silenced Women’s Voices and Founding Mothers of Color: A Critical Race Theory Counterstory.© 2023 Peter Lang GmbH. Used by permission of Peter Lang GmbH. All Rights Reserved.

Faculty of color are constantly experiencing trauma and racial inequities in inherently Eurocentric educational spaces where their histories, knowledge, and experiences are delegitimized and marginalized. Employing critical race feminism (CRF) and White racial identity development model, this article details ways in which two Chinese international women instructors grappled with tensions and trauma and celebrated (small) joys and successes within Predominantly White Institutions (PWI) in the United States. We drew on duoethnography, a dialogic methodological approach grounded in social justice, to make meaning of, (re)construct, and advance racial equity in pedagogy. We examined and analyzed four sources of data: our personal narratives, transcripts of eight Zoom meetings, reflection journals, and informal conversational exchanges. We identified three strategies for navigating dissonance and conflicts: 1) being vulnerable, 2) recognizing shared and differing marginalization or privileges, and 3) building allies intentionally and strategically. [ABSTRACT FROM AUTHOR]

The purpose of this article is to present five areas for research and school leadership practice that centre African American girls. An analysis of critical race feminist research published in peer-reviewed articles yielded five themes for inclusive and affirming leadership research and practices: (1) Centring African American girls’ and their families’ voices, identities and lived experiences in school visioning and decision-making; (2) Enacting a school culture to ensure access to rigorous curriculum that centers African American girls’ lived experiences; (3) Cultivating emotionally safe school environments; (4) Dismantling inequitable discipline policies and practices and creating physically safe school environments and (5) Ensuring professional learning that centers critical race feminisms and builds educator capacity to affirm African American girls. To underscore the importance of centring African American girls in principal practice, these areas are aligned with culturally responsive school leader behaviours. [ABSTRACT FROM AUTHOR]

This is a critical autoethnography informed by Critical Race Theory (CRT) and Dis/ability Critical Race Studies (DisCrit) that explores the notion of DisCrit mothering in the context of the COVID-19 pandemic. I use my experiences as a disabled Latina motherscholar and mindfulness practitioner to reflect on how I mother my two young children and foster radical love in educational spaces. I present the pandemic context and how it relates to compassion fatigue and a litany for survival but also offer the pandemic as an opportunity for personal and collective transformation. I use the narrative of sacrificio, a teacher's note from school, and a "giftedness" program to discuss how I try to resist internal and external pressures to conform to ableist mindsets and practices by cultivating radical love, solidarity, and critical questioning in myself and in my children. I end this work with hope and love for the next generation of DisCrit, social justice warriors. [ABSTRACT FROM AUTHOR]

The criminalization of school discipline and its resulting consequences for students, particularly students of color, has been widely studied. While results from previous research have shown racial and gender differences in punitive school experiences like suspension, school-based arrest, and school-based referrals to juvenile justice systems, existing literature has primarily focused on the experience of Black boys or used aggregate data to examine school-level correlates of referral-rates and has been limited in its examination of referrals for more subjective offenses like disorderly conduct. Informed by Critical Race Feminism, this study sought to examine whether Black girls experience increased odds of referral to the juvenile justice system for disorderly conduct involving school-based offenses in Florida. Our findings suggest that Black girls experience a higher risk of referral for school-based disorderly conduct as compared to other youth referred to the juvenile justice system, suggesting they are more likely to experience this form of school-based criminalization as compared to other youth. [ABSTRACT FROM AUTHOR]

The counterstories of Black and Asian women faculty across three Hispanic-Serving Institutions (HSIs) as interpreted through Critical Race Feminism are shared in a Reader's Theater format presented as three acts featuring conversations between the participants. In Act I, Black women faculty revealed experiences with Anti-Blackness and colorism surrounding their HSIs. Act II revealed a need for mentoring. In Act III, Black and Asian women faculty shared feeling the onus was placed upon them to build cultural competence on their HSI campuses. This Reader's Theater denotes a need for HSIs to foster an inclusive environment for Black and Asian women faculty. [ABSTRACT FROM AUTHOR]

This singular holistic case study examined the experience of a Black pregnant mother pursuing doctoral studies in a science, technology, engineering, and math (STEM) field at a predominantly white flagship institution in the southern United States. We employed the tenets of critical race feminism in this study to demonstrate the ways in which structural racism and pervasive gender stereotypes, specifically as they relate to Black women, present obstacles to successful completion of doctoral STEM studies. We narrate her story to highlight the insight inherent within her intersecting identities that challenges dominant narratives about a Black pregnant doctoral student. In bringing to the fore four themes surfaced: the triple consciousness of layered Blackness, the pregnant Black tax, Chemical imbalance: mapping a white man's reality onto a Black mother's body, and internal struggles and the complex intra-actions that birthed them – we present a counternarrative to the dominant white-male centred STEM discourse that permeates the field. We conclude by extrapolating, from this case, considerations for faculty and institutions to understand better and act to comprehensively support Black students, in general, and Black mothers. [ABSTRACT FROM AUTHOR]

Using a transnational intersectionality framework that focuses on the interactions of multiple identities, this article reexamines the study conducted in 2017 on the experiences of one female in‐service English language teacher in the Ukrainian context. Employing a narrative inquiry approach, using an online autobiography, interviews, and lesson materials, Irene's multiple identities have intertwined with her gendered identity, shaping her experiences. This study's findings show that Irene's transnational gendered identity was influenced by her educational and professional paths, her position in the language teaching field, and various social identities. Irene used language strategically and negotiated power relations professionally to navigate her transition to becoming a transnational English language teacher. Moreover, she found a complex relationship between a teacher's gender and identity, which is related to the sociopolitical situation in Ukraine. The study aims to address the gap in the research on constructing a Ukrainian teacher's gendered identity. While a case study approach is not generalizable or applicable to other teachers, exploring Irene's narratives provides valuable insights into the complexities of identity and power dynamics within a transnational educational context. [ABSTRACT FROM AUTHOR]

This qualitative case study explored the experiences of seven Black and Asian women faculty at Hispanic-Serving Institutions (HSIs). The unique experience of each woman is shared in this paper. Three themes highlight the interconnectedness of participant experiences. The first theme indicated that these Black and Asian women faculty operated in unsupportive microclimates within their HSIs. Secondly, participants communicated a need for representation within the 'HSI bubble.' Finally, our participants felt as though their HSIs needed to exercise greater intentionality in terms of truly serving their student populations. Amongst the implications of this research is a better understanding of the experiences of a minority group (i.e., Black and Asian women faculty) within higher education. These experiences can inform administrators on how to move beyond recruitment of Black and Asian women faculty to foster a supportive microclimate so as to retain these women and enable their success. [ABSTRACT FROM AUTHOR]

Women of Color faculty continue to experience many challenges in their careers, especially in the science, technology, engineering, and mathematics (STEM) fields. As such, more research is needed that considers structural issues inhibiting their success. Using structuration theory and critical race feminism as a conceptual framework, we conducted semi-structured interviews with 19 faculty and administrators in STEM departments at higher education institutions to investigate their perceptions of structural impediments impacting early-career Women of Color STEM faculty careers. Our findings revealed the need to establish policies that are clear, documented, and transparent. Additionally, incremental approaches to tenure and promotion evaluations should be reconsidered, especially when this approach may position Women of Color faculty to appear as if they are underperforming, when the opposite may be true. Furthermore, as higher education institutions endeavor to diversify the professoriate, this study is significant in enabling institutions and STEM departments to be aware of systemic issues confronting them to make significant inroads in retaining and advancing Women of Color faculty in these disciplines. [ABSTRACT FROM AUTHOR]

This article explores the ethics and transformative potential of youth participatory action research (yPAR) using data from a 2‐year school‐based yPAR study at an elite, independent school in Toronto, Canada. I use discourse analysis to show how school‐based yPAR with racialized girls intensified their experiences of gendered racism, shaping the research in a circular fashion. I demonstrate how youth researchers' strategies for counteracting this intensification contradicted the project's critical race feminist investments. This study concludes that yPAR facilitators must address the potential/actual harm of youth researchers' involvement in yPAR as part of the research process. [ABSTRACT FROM AUTHOR]

The article focuses on the collaborative praxis of four early-career women of color (WOC) academics as they navigate and support each other within the academy. Topics include the significance of their "Kitchen Table" conversations for emotional and professional support, the impact of systemic racism and sexism in academia, and the creation of a cross-cultural space for community building and knowledge sharing.

Using the frameworks of Critical Race Feminism (CRF) and Representational Intersectionality, we employ photovoice as a form of Participatory Action Research (PAR) method to illustrate the lived experiences and voices of Muslim, immigrant-origin, women doctoral students, and Black faculty in predominantly and historically white institutions (PHWIs) within the United States (U.S.). The findings illustrate how we make meaning of our academic experiences, and challenge grand narratives that are rooted in anti-Blackness, anti-Muslim, anti-immigration, sexism, classism, racism, and other forms of social oppressions in order to provide and develop humanizing approaches to be seen and valued within higher education. This study expands on strategies to support and empower graduate and faculty women of color in the Academy as they navigate and find humanizing approaches to succeed in PHWIs. [ABSTRACT FROM AUTHOR]

Both K‐12 schools and STEM disciplines are embedded in White supremacy and exclusion, making it that much harder for Black women to maintain an interest and sense of belonging in STEM. Through a Critical Race Feminism methodology, we tell the counterstories of our two co‐authors, two Black women, over the course of their lives. Through these counterstories (stories that run counter to normative stories of STEM as male and White), Kelli and Samantha show us how they negotiated and maintained a sense of belonging in STEM even through moments of self‐doubt in their STEM trajectory. These negotiations allowed them to carve a space for themselves within STEM. A key finding from these counterstories was the resilience both women developed through their participation in counterspaces and support from family and teachers that helped them develop pride in their STEM identity trajectories. Our study adds to the research on Black women's journeys in STEM by describing resilience strategies that our authors were forced to develop in response to White supremacy and how they were able to maintain their STEM identity by creating a counterstory that allowed them to maintain their sense of belonging within STEM. And yet, we conclude by asking if resilience is enough since both women questioned their authentic and valued place in their respective STEM disciplines because of the dominant storyline of STEM as White and male. Their stories reveal the deeper truth that change is needed in STEM to empower students of color to see themselves as not just tolerated but valued members of the discipline. [ABSTRACT FROM AUTHOR]

Research suggests police stops are associated with delinquency and arrest in adolescence, but limited research has examined the extent to which these associations vary by intersectional identities. The labeling and life-course perspectives argue police stops may increase later delinquency/arrest and that these relationships may vary according to when an individual is first stopped. Critical race feminist perspectives suggest Black girls may be especially likely to experience negative consequences following a police stop. The goal of the current study was to examine the relationships between police stops in childhood and adolescence and delinquency and arrest in adolescence, as well as identify how these relationships vary by gender and race. Results suggest the relationships between police stops and subsequent delinquency and arrest differ across gender and race. Further, Black girls experience the greatest increase in probability of arrest following a stop in adolescence. Findings have important implications for research, policy, and practice. [ABSTRACT FROM AUTHOR]

The science, technology, engineering, and math (STEM) fields have a well-documented racialized and gendered participation gap between males, particularly white males, and women of color (WOC). Through a Critical Race Feminist lens, this qualitative research study uses lifestory narrative analysis to understand the experiences of eleven WOC who participated in an urban STEM-focused out-of-school time (OST) program. Data analysis showed students story their experiences around three overarching themes: (1) Experiencing New Opportunities; (2) Cultivating Supportive Relationships; and (3) Expanding STEM Career Possibilities. Findings indicate that an urban STEM-focused OST program can activate an ecosystem of opportunities and support which can empower WOC to step out of their socialized comfort zones and step up to more advanced academic and career paths. Participant narratives demonstrate how their experiences in a particular urban STEM OST program opened doors and encouraged pathways otherwise historically made inaccessible to WOC in STEM fields. [ABSTRACT FROM AUTHOR]

Using an approach based on intersectionality theory, this Note tests whether a difference in asylum recognition rates exists in Australia and New Zealand at the firstappeals level. Through compiling an original dataset of judicial decisions and performing logistic regression analysis, this Note finds no difference in asylum recognition rates between queer men and queer women in Australia. In New Zealand, however, queer men were significantly more likely to win their cases than were queer women. This Note then qualitatively analyzes why recognition rates between queer men and women were similar in Australia but different in New Zealand. Examining a subset of judicial opinions, this Note argues that one explanation for the quantitative results can be found in the role of credibility. In Australia, judges set questionably high thresholds for establishing that male applicants were credibly gay and female applicants were credibly lesbian. In New Zealand, judges set similarly high thresholds for establishing that female applicants were lesbian, but lower thresholds for establishing whether men were gay. In both countries, the judicial opinions demonstrated a lack of understanding of challenges specific to queer women, as intersectionality theory suggests. This Note is important for several reasons. First, there is minimal research on the experiences of queer female asylum seekers, and almost no research on asylum adjudication in New Zealand. Second, from a practical standpoint, this Note empirically demonstrates that queer women are potentially being forced back into persecution because judges do not have a proper understanding of queer female sexuality. [ABSTRACT FROM AUTHOR]

For far too long, schools have been violent places where Black girls are often adultified, overdisciplined, and overlooked. In school science and mathematics specifically, Black girls have been isolated, tokenized, and made to feel invisible. This qualitative study leveraged the Multidimensionality of Black Girls' STEM Learning conceptual framework to explore the roles of two Black women middle school science and mathematics teachers on the STEM learning experiences of 12 Black girls who live in the U.S. Midwest and how the girls engage with culturally relevant lessons in an afterschool program—SISTERHOOD I AM STEM. Data sources included a demographic questionnaire, program artifacts, and semi-structured transformative dialogic interviews with student and teacher participants. Findings revealed the significance and benefits of single-gender STEM learning environments for Black girls who struggle to connect with school and the role of Black women teachers in creating safe spaces for STEM engagement. In addition, the afterschool STEM program served as a mechanism to promote self-visualization and confidence for Black girls in science with the HyFlex model fostering a communal experience for the girls and their families. This STEM learning space organized and facilitated by Black women educators resisted Black girls' pathologization and cultivated their sense of belonging. It holds promise for developing the social bonds that are critically important to their persistence in the field and a new narrative where "Girls hold all the power in the world". [ABSTRACT FROM AUTHOR]

Most education and legal scholarship overlook gendered-race themes in pre-Brown v. Board of Education desegregation higher education cases that remain relevant to examining post-Brown race-conscious admissions cases. The author engaged critical race feminism to create a counterstory with Ada Lois Sipuel Fisher, a U.S. Supreme Court plaintiff in conversation with two fictitious Black women, Geneva Crenshaw, a civil rights attorney, and Nia Lytle, a tenure-track assistant professor of higher education. During a fictionalized one-day oral argument presented with dialogue composed from texts of actual race-conscious admission cases, the Black women react to and critique the societal and legal logic used by organizations and individuals who recruited the white women plaintiffs in those cases. The counterstory illustrates how civil rights discourse was coopted to advance white supremacist grievances. The conclusion calls on those invested in racial equity to reframe the discourse of institutional legal strategies to advance race-conscious admissions. [ABSTRACT FROM AUTHOR]

Women of Color faculty continue to experience many challenges in their careers, especially in the science, technology, engineering, and mathematics (STEM) fields. As such, more research is needed that considers structural issues inhibiting their success. Using structuration theory and critical race feminism as a conceptual framework, we conducted semi-structured interviews with 19 faculty and administrators in STEM departments at higher education institutions to investigate their perceptions of structural impediments impacting early-career Women of Color STEM faculty careers. Our findings revealed the need to establish policies that are clear, documented, and transparent. Additionally, incremental approaches to tenure and promotion evaluations should be reconsidered, especially when this approach may position Women of Color faculty to appear as if they are underperforming, when the opposite may be true. Furthermore, as higher education institutions endeavor to diversify the professoriate, this study is significant in enabling institutions and STEM departments to be aware of systemic issues confronting them to make significant inroads in retaining and advancing Women of Color faculty in these disciplines.

The article explores how music can serve as critical social theory in the context of Aotearoa, New Zealand, incorporating intersectionality, critical race theory, and feminist perspectives. Topics discussed include the development of intersectional feminist praxis through music, resistance within musical and educational contexts, and the transformative potential of music in Indigenous relations .

In recent years, the media has highlighted the disrespectful and sometimes violent manner in which SROs respond to Black girls' behaviors. Few studies question how SROs in schools might influence traditional school discipline outcomes such as suspensions for a double minoritized group (race and gender) such as Black girls. Leaning on the Black feminist framework of Intersectionality and QuantCrit and using the most recent data from the Office of Civil Rights (2017–2018) the present study examined if there was an association between a SRO's employment in a school and Black girls' risk of receiving an in-school or out-of-school suspension. The findings indicate that for Black girls, their exposure to an SRO was greatest at urban schools and schools with a racially/ethnically diverse student demographic, and the presence of an SRO was associated with an increase in out-of-school and in-school suspensions for Black girls. [ABSTRACT FROM AUTHOR]

This paper builds on the emerging, but significant scholarship of Critical Race Feminism (CRF) in education. It adds to the literature in this area by applying the theoretical and methodological underpinnings to the British education context where such applications are vanishingly small in favour of broader critical race applications. Supported by racialised and gendered images of professional Black women in leadership roles as the analytical standpoint for understanding a Black woman Headteacher's experiences in an English school, this paper argues that Black women's tenure and trajectories are underpinned by the white racial colonial logics of the Mammy, Crazy Black Bitch, Superwoman and/or Feisty Sapphire. In so doing, institutional racism continues to underpin and undermine Black women Headteachers' leadership potential, experiences and outcomes. [ABSTRACT FROM AUTHOR]

In this paper, we introduce poetic collaging as a critical qualitative method through the narratives, experiences, and perspectives of Girls of Color. We deconstruct the process of developing an arts-based method using intersectional feminist frameworks, intentional and deep reflexivity, and the expertise of participants to illuminate the various elements that go into such an endeavor. We do this by applying poetic collaging to data from the Lavender Girls Project, an intersectional participatory study for and with Girls of Color from poor/working-class families. In this poetic collage analysis, we capture the essence of our participants' lives, including their past, present, and futures. We also elaborate on their ways of knowing, which are grounded in intergenerational collective knowledge, and how they act on the knowledge they hold. We find that the intersectional perspectives of Girls of Color are made possible through the opportunities they have had to share space with one another to exchange ideas, views, and critiques of systemic oppression. We also find that our participants aspire greatly and have generative visions of their futures that include caring for their loved ones as much as caring for themselves. This paper contributes to the growing body of scholarship around the lives of Girls of Color with a focus on their education and demonstrates strengths-oriented methodological approaches for researchers seeking to examine the experiences of people from historically marginalized backgrounds. [ABSTRACT FROM AUTHOR]

This Article is the first to apply a critical race feminism (CRF) critique to the current immigration law in the United States, Immigration and Nationality Act (INA) § 212(a)(2)(D)(i), which excludes immigrants for engaging in sex work.1 This Article will use critical historical methodology to center the role of women of color as the primary targets of not only the first federal law to criminalize sex workers, but also the first explicitly racist immigration law in United States history. The Article will also employ theories of anti-essentialism and intersectionality to show how INA § 212(a)(2)(D)(i) both silences the voices and experiences of women of color sex workers and refuses to recognize the impacts of multiple intersecting systems of oppression. Finally, the Article will connect the critique of INA § 212(a)(2)(D)(i) to the anti-carceral feminist movement to decriminalize sex work in order to move from theory to praxis, and to inspire advocacy strategies and law reform efforts that point to a broader project of transformation. The ultimate goal of this Article is to strengthen links between critical race and immigration law scholarship so that scholars can continue to use CRF as an exploratory analytical tool to examine the intersections of race, class, and gender within immigration law. [ABSTRACT FROM AUTHOR]

In the present world, identity and identity formation determines the representation and manners of interaction. Intersectionality has become the predominant way of conceptualizing the relation between systems of oppression which construct our multiple identities and our social locations in hierarchies of power and privilege. This research examines ways in which marginalization and state-sponsored violence against Kashmiri women results from intersectional identity. The phenomenon of Kashmiri women becoming 'half widows' and 'half mothers' as the consequence of intersecting variables has been explored in the context of Shahnaz Bashir's novel The Half Mother (2014). The findings suggest the various facets of Kashmiri women's identity which lead to her oppressed status. It gives a deep insight into the female sufferings in particular and miseries of Kashmir conflict victims in general, it also throws light on the ways these human sufferings get depicted in literature. [ABSTRACT FROM AUTHOR]

This essay defines "benevolent gaslighting": a technology of whiteness in which racisms are repurposed as benevolent misunderstandings. In reading disciplinary trends and cultural examples, we show how it (re)centers whiteness and prompts BIPOC to question their histories, memories, and realities by situating racial trauma as "progressive" teaching moments. [ABSTRACT FROM AUTHOR]

In tenure and promotion denial lawsuits against historically White institutions, Black professors submit evidence of discrimination based on implicit and explicit bias and gendered racism, yet legal redress rarely occurs because many courts will not recognize structural inequities as a persisting reality in academia. Informed by intersectional theory and methodology, this qualitative study synthesized data from legal documents of four tenure denial lawsuits filed by Black professors, with the results presented as a fictionalized composite counternarrative affirming these professors' lived experiences. Drawing on scholarship about tenure and promotion, the study identifies intersectional barriers to tenure attainment for Black professors that include inadequate institutional support, divergence from established institutional tenure and promotion policies, inconsistent application of tenure and promotion guidelines, and problematic academic politics. The study findings illuminate how inequitable, often haphazard tenure and promotion processes can result in litigation and extend scholarship about the retention of Black professors in the academy. The project delineates a path toward more humanity-affirming academic work environments with unequivocal institutional commitments to faculty retention. To translate these values into practice, the authors assert the need for a new approach to tenure and promotion policy anchored in anti-discrimination, referred to as critical procedural justice. [ABSTRACT FROM AUTHOR]

Canadian research examining the overlap between Black women's victimization and criminalization is sparse. This qualitative study addresses this gap by examining the ways in which criminalized Black women's intersecting identities of race, class, and gender influence how they perceive, experience, and respond to intimate partner violence (IPV). Semi-structured interviews were conducted with 25 Black women who experienced IPV. The findings focus on the women (15) who were also charged with an IPV-related offense. Critical race feminism was employed to analyze their narratives. This research has implications for policy, practice, and future research with Black women who are victimized and criminalized. [ABSTRACT FROM AUTHOR]

Canada and the United States have long histories of racism that permeate every institution and structure in our societies. While anti-racism movements have gained strength in recent years, we know very little about current rates of discrimination in the two countries or the impact on communities during the COVID-19 pandemic. Informed by critical race feminist theory, this paper examines levels of discrimination experienced by survey participants from Canada and the United States during the COVID-19 pandemic with a cross-sectional survey conducted during October 2021. We then assessed the broader impact of experiencing discrimination on depressive symptoms using logistic regression analysis. In both Canada and the US, multivariate logistic regression maintained that experiencing discrimination resulted in higher probabilities of reporting moderate to severe depressive symptoms. Other important factors included age, financial insecurity, and comorbid health conditions. Overall findings suggest that Indigenous, Black, and other racialized communities who experienced discrimination reported higher rates of depressive symptoms despite controlling for other factors. From a comparative perspective, discrimination rates were similar in Canada and the US, and had similar proportions across racial/ethnic groups. Discrimination rates did not vary significantly by gender, nor was gender a statistically significant risk factor for depressive symptoms. Further research, including qualitative studies, could fully assess the impact of gender on experiences of racism and depressive symptoms during the pandemic. The paper concludes with policy and public education suggestions to combat racial discrimination and highlights the need for added government action during times of crises. Le Canada et les États-Unis ont une longue histoire de racisme qui se retrouve dans toutes les institutions et structures de nos sociétés. Bien que les mouvements antiracistes aient gagné en force ces dernières années, nous savons très peu de choses sur les taux actuels de discrimination dans les deux pays ou sur l'impact sur les communautés pendant la pandémie de COVID-19. S'inspirant de la théorie féministe du racisme critique, cet article examine les niveaux de discrimination subis par les participants du Canada and des États-Unis pendant la pandémie de COVID-19, à l'aide d'une enquête transversale menée en Octobre 2021. Nous avons ensuite évalué l'impact plus large de l'expérience de la discrimination sur les symptômes dépressifs en utilisant une analyse de régression logistique. Au Canada comme aux États-Unis, la régression logistique multivariée a confirmé que le fait d'avoir été victime de discrimination entraînait une probabilité plus élevée de signaler des symptômes dépressifs modérés ou graves. Les autres facteurs importants étaient l'âge, l'insécurité financière et la comorbidité. Les résultats globaux suggèrent que les communautés indigènes, noires et autres communautés racialisées ayant été victimes de discrimination présen-tent des taux plus élevés de symptômes dépressifs, malgré la prise en compte d'autres facteurs. D'un point de vue comparatif, les taux de discrimination étaient similaires au Canada et aux États-Unis, et présentaient des proportions similaires dans tous les groupes raciaux/ethniques. Les taux de discrimination ne varient pas de manière significative en fonction du sexe, et le sexe n'est pas un facteur de risque statistiquement significatif pour les symptômes dépressifs. D'autres recherches, notamment des études qualitatives, pourraient permettre d'évaluer pleinement l'impact du sexe sur les expériences de racisme et les symptômes dépressifs pendant la pandémie. L'article se termine par des suggestions de politiques et d'éducation du public pour lutter contre la discrimination raciale et souligne la nécessité d'une action gouvernementale supplémentaire en période de crise. [ABSTRACT FROM AUTHOR]

Restorative practices (RP) in K-12 schools in the United States have grown exponentially since the early 1990s. Developing against a backdrop of systemic racism, RP has become embedded in education practice and policy to counteract the harmful and persistent patterns of disparities in school discipline experienced by students of color. Within this legal, social, and political context, the empirical evidence that has been gathered on school-based restorative justice has framed and named RP as a behavioral intervention aimed at reducing discipline incidents—that is, an “alternative” to punitive and exclusionary practices. While this view of RP is central to dismantling discriminatory systems, we argue it reflects an unnecessarily limited understanding of its potential and has generated unintended consequences in the field of RP research. First, the reactive RP model of analysis focuses more exclusively on behavioral change, rather than systemic improvement, to address discipline disparities. Second, RP research has insufficiently examined the potential role of RP in achieving health justice. Third, RP research too rarely engages in intersectional analyses that critically examine gendered racism. This study is intended as a course correction. Building on the work of legal scholars, public health researchers, sociologists, restorative justice practitioners, and our own prior work, this original study is the first to examine non-disciplinary RP through a critical race feminist lens, and—just as importantly—a public health praxis. Our findings reveal that the interplay between RP and adolescent health, race, and gender can no longer be overlooked. Proactive non-disciplinary RP was found to promote supportive school environments that enhance five key protective health factors for Black and Latina girls. Additionally, results indicate that RP improved the mental health and wellbeing of Black and Latina girls, building fundamental resilience skills that can help overcome the complex array of social structures that serve to disempower and disenfranchise girls and harm their educational and health outcome. [ABSTRACT FROM AUTHOR]

For far too long, schools have been violent places where Black girls are often adultified, overdisciplined, and overlooked. In school science and mathematics specifically, Black girls have been isolated, tokenized, and made to feel invisible. This qualitative study leveraged the Multidimensionality of Black Girls’ STEM Learning conceptual framework to explore the roles of two Black women middle school science and mathematics teachers on the STEM learning experiences of 12 Black girls who live in the U.S. Midwest and how the girls engage with culturally relevant lessons in an afterschool program—SISTERHOOD I AM STEM. Data sources included a demographic questionnaire, program artifacts, and semi-structured transformative dialogic interviews with student and teacher participants. Findings revealed the significance and benefits of single-gender STEM learning environments for Black girls who struggle to connect with school and the role of Black women teachers in creating safe spaces for STEM engagement. In addition, the afterschool STEM program served as a mechanism to promote self-visualization and confidence for Black girls in science with the HyFlex model fostering a communal experience for the girls and their families. This STEM learning space organized and facilitated by Black women educators resisted Black girls’ pathologization and cultivated their sense of belonging. It holds promise for developing the social bonds that are critically important to their persistence in the field and a new narrative where “Girls hold all the power in the world”.

Despite national calls for increasing diversity and inclusion within science, technology, engineering, and mathematics (STEM), inequitable recruitment and retention strategies remain commonplace. Inherent to many strategies is a lack of specificity in attending to the needs, desires, and cultures of individuals who are minoritized at the intersections of race, gender, and class through the use of broad, sweeping classifications such as "Women of Color." Using critical race feminism, we engaged in a meta‐synthesis of recent peer‐reviewed, empirical STEM education articles that used the term "Women of Color" to identify (a) how the term "Women of Color" was defined, (b) who was and was not represented by this term and (c) and how research findings accounted for the presence of WOC. We provide a critical discussion of how terminology is used and a call for specificity in equitable and justice‐oriented STEM programming. [ABSTRACT FROM AUTHOR]

This paper is in dialogue with Danielle Ferguson and Catherine Martin-Dunlop's paper, Uncovering stories of resilience among successful African American women in STEM. The purpose of this article is to extend conversations on Black women in STEM, focusing on radical transformations of STEM by centering (and normalizing) their voices and experiences. Understanding the necessity of taking a critical perspective toward unpacking the lived experiences of Black women in STEM, we seek resistance and justice, moving beyond the notion of coping that promotes individual reform. To foster critical perspectives, we offer resistance frameworks that disrupt mainstream positionings of Black women. [ABSTRACT FROM AUTHOR]

There are no reliable statistics about female participation in Fijian sport, yet it is well known by locals (though not widely understood) that engagement in sportive activities is rare among Indo-Fijian girls and women. This paper is the first attempt to explore how and why that is so. That said, there is an important caveat: we are not insisting that sportive activities are an inherent good. Indeed, for some cultural groups, Western-invented competitive sport may be of no interest; similarly, tangential forms of human movement, such as recreational pursuits like cycling or gym sessions, may be just as uninspiring. In that sense, the main thrust of our inquiry is the sportive experiences of Indo-Fijian female athletes, yet we have also sought feedback from those charged with the responsibility of managing sportive programmes. These combined perspectives are intended to provide a preliminary entree into the much larger – hitherto unexplored – question of what attitudes, opportunities and constraints are associated with sportive activities for Indo-Fijian girls and women. The paper adopts a critical race feminism framework: the goal was to accentuate females of colour (in this case Indo-Fijian women) by hearing their voices and, with their permission, reporting what they had to say. The paper nonetheless provides an adaptation to critical race feminism theory: it also engaged with individuals – whether women or men – charged with the responsibility of managing sportive activities. In that sense, we were interested in individual agency and experience on the part of athletic Indo-Fijian women, but also wanted to understand how (or if) local sport administrators understood ethnic diversity among female athletes, including – in our case – the involvement (or otherwise) of Indo-Fijian females. [ABSTRACT FROM AUTHOR]

The authors analyse how white undergraduate pre-service teachers resist anti-racist teacher education courses, and how acts of white fragility and white student resistance are employed against Black female professors. In this discussion, we draw from our experiences as two Black women faculty at two predominately white institutions (PWI). Using Critical Race Feminism we discuss how white student resistance is manifested in social interactions with Black female faculty, and how the racialized and gendered spaces of higher education, specifically teacher education, impacts teaching and learning. We introduce a conceptual framework for elucidating white student resistance using psychological and sociological concepts including 1) passive-aggressive behaviours, 2) groupthink, 3) lynch mob, and 4) bystander's effect. This article advances scholarship on white student resistance to non-hegemonic curriculum in higher education, and how whiteness structures student's ability to develop anti-racist praxis. [ABSTRACT FROM AUTHOR]

The article discusses the highlights of the Mythbusting Intersectionality UK conference held at Westminster University in London, England on May 28, 2019. It includes a discussion by law professor Kimberlé Crenshaw of intersectional feminism, a panel discussion on common intersectionality myths, and the presentation by Barbara Tomlinson of the criticism of intersectionality and the problems created by the refusal to acknowledge its roots in black feminism and critical race theory.