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This article explores how extracurricular programs designed as interventions in the criminalization of Black girls may constrict their identities. Through a womanist theoretical framework, authors investigate the discourses about Black girlhood that permeate one extracurricular initiative which aims to counter the effects of exclusionary discipline practices on Black girls. The authors find that these discourses advance respectability politics, thus reinforcing an exclusive model of ideal Black girlhood as one aligned with White, Western, Judeo-Christian, patriarchal, heterosexist, and middle-class values. Authors conclude with suggestions for how extracurricular initiatives may develop programming and curricula that are inclusive of pluralized Black girlhoods.
Nyachae et al. (Tue,) studied this question.
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