Term of Award
Spring 2020
Degree Name
Doctor of Education in Curriculum Studies (Ed.D.)
Document Type and Release Option
Dissertation (open access)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department
Department of Curriculum, Foundations, and Reading
Committee Chair
Kymberly Harris
Committee Member 1
Ming Fang He
Committee Member 2
Delores Liston
Committee Member 3
Janet Goodman
Abstract
This study explores the educational experiences of Black girls who attended a predominantly White school in Southeast Georgia from the perspective of a Black female administrator. Using Critical Race Theory (e.g. Bell, 1987, 1992, 1995; Delgado & Stefancic, 2001; Solorzano & Yosso, 2001) and Black Feminist Thought (e.g. Hill Collins, 2000; hooks, 1984/2000) as theoretical frameworks and memoir (Angelou, 1969/2009; Hurston, 1996) and fiction (Bell, 1992; Morrison, 1970/1993) as methodology, I explore ways in which Black girls are oppressed when they attend majority White public schools.
Six meanings emerged from this inquiry: (1) Writing my memoir has allowed me to critically look at my past and recognize that my experiences have affected many aspects of my life including my job as an educator. (2) CRT and BFT allows me to use my counterstory to challenge a dominant perspective held about schools. (3) Black Feminist Thought affirms that like other Black, women educators (collectively) experience oppression when they are silenced by their positions, yet also they have a desire to advocate against the subordination of themselves and students (Hill Collins, 2000). (4) BFTT asserts that historically, there are commonalities among the struggles of Black women (Hill Collins, 2000). (5)BFT connects the public schooling of experiences Black girls with the larger issues of the criminalization of Black girls and the school to prison pipeline. (6) Like many others, I am guilty of perpetuating the marginalization of Black students before I gained an awareness of the nature of public school for Black girls.
OCLC Number
1158014831
Catalog Permalink
https://galileo-georgiasouthern.primo.exlibrisgroup.com/permalink/01GALI_GASOUTH/1fi10pa/alma9916338093702950
Recommended Citation
Thomas, LaTashia S., "The Rose who Grew From Concrete: A Black Female Administrator's Perspective Of The Public School Experience for Black Girls who Attend a Predominantly White Middle School in Southeast Georgia" (2020). Electronic Theses and Dissertations. 2064.
https://digitalcommons.georgiasouthern.edu/etd/2064
Research Data and Supplementary Material
No
