Educational desire and resistance have been historically intricate and interconnected notions for Black women and girls. Problematizing Black girls instead of structural oppression and institutional opposition has situated Black girls at the margins of American institutions and stereotypes and misconceptions have restrained their voice and narratives of their experiences there. Educational desire and the academic experience for Black girls are perceived to be difficult and challenging for them. And while some Black girls resist by disengagement, some strategically use their agency and autonomy to dismantle oppressive infrastructures and call out systems that protect White privilege (Mirza, 2009). This study will explore the concept of resistance among Black girls in a middle school classroom. Often in research and literature, the narratives and voice of Black girls can get lost within the existing literature on Black boys and white students. Given the unique positioning of Black girls in schools, this study will explore the lived experiences of low-income Black girls within the school context focusing on resistance and moments of conflict within the classroom as well as teacher and student perception of those moments. This interpretive qualitative study based in an intersectional lens was employed at a middle School mainly using observations and interviews. Data has suggested that Black girls are consciously resisting what they perceive as differential treatment based on race and gender. Class played a more nuanced role in their interpretations. The opposing explanations from teachers indicate their may be some cultural dissonance within the school.
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Fight the power! Perceptions of resistance amongst Black female youth in a middle school classroom
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