Knitting the Tri-intersectional Narratives of Possible Selves: Perceptions of African American Females at a Single Gendered High School
Location
Room 217
Proposal Track
Research Project
Session Format
Presentation
Preferred Time
Friday afternoon
Abstract
Using the theoretical frameworks of Black Feminist Thought (Collins, 2000) and Possible Selves (Markus & Nurius, 1986) against the metaphorical backdrop of knitting, this completed ethnographic exploration sought to examine the elements in the student culture of a second generation, single-gender school that serve to assist or undermine students’ construction of their possible selves. Although several single-gender schools opened based on data supporting the effectiveness of this school model for low-income students of color, few follow-up studies were conducted to determine how their operation influences educational outcomes.
Findings from this study revealed an ethic of caring wound through the school rituals and routines, students’ communities and families, school personnel, and among the students themselves. This created a foundation upon which the students were constructed meaningful possible selves and positive post-secondary outcomes. Findings also revealed students perceive gender, race, and class as having influence in their in-school and out-of-school lives as evidenced by embedded sexism in the curriculum, colorism stereotypes portrayed in the media, and classism in exclusionary practices of the school.
Findings support this single-gender model of schooling may provide essential elements that moderate some of the challenges that stifle academic achievement for some girls of color.
Keywords
single-gender, school model, women's studies
Recommended Citation
Jamison, Cheryl, "Knitting the Tri-intersectional Narratives of Possible Selves: Perceptions of African American Females at a Single Gendered High School" (2015). Georgia Educational Research Association Conference. 38.
https://digitalcommons.georgiasouthern.edu/gera/2015/2015/38
Knitting the Tri-intersectional Narratives of Possible Selves: Perceptions of African American Females at a Single Gendered High School
Room 217
Using the theoretical frameworks of Black Feminist Thought (Collins, 2000) and Possible Selves (Markus & Nurius, 1986) against the metaphorical backdrop of knitting, this completed ethnographic exploration sought to examine the elements in the student culture of a second generation, single-gender school that serve to assist or undermine students’ construction of their possible selves. Although several single-gender schools opened based on data supporting the effectiveness of this school model for low-income students of color, few follow-up studies were conducted to determine how their operation influences educational outcomes.
Findings from this study revealed an ethic of caring wound through the school rituals and routines, students’ communities and families, school personnel, and among the students themselves. This created a foundation upon which the students were constructed meaningful possible selves and positive post-secondary outcomes. Findings also revealed students perceive gender, race, and class as having influence in their in-school and out-of-school lives as evidenced by embedded sexism in the curriculum, colorism stereotypes portrayed in the media, and classism in exclusionary practices of the school.
Findings support this single-gender model of schooling may provide essential elements that moderate some of the challenges that stifle academic achievement for some girls of color.
