Classrooms as Healing Spaces: Decolonizing Conceptual Frameworks of Black Girls in K-12 School Settings

Abstract

ABSTRACT There is substantive research that examines the punitive and harsh disciplinary practices in K-12 schools and the disproportionate effects on students of Color. While race has been central to this critical discourse; gender has remained secondary. Although both Black girls and boys face unique challenges in their K-12 academic environments, there is a growing body of evidence suggesting gender, in addition to race, impacts educational and psychological development. More specifically, for many Black girls, education is presented as the key to better opportunities with liberative power. Interestingly, few curricula taught in K-12 schools are designed with consideration of Black girls, who must contend with the typical adolescent developmental tasks within the context of a society that often devalues them. This conceptual article proposes a paradigm shift, which centers strengths and healthy development of Black girls in a time of heightened racial stress. A review of empirical research on punitive environmental norms of schools and the disproportionate effects on Black girls is presented. A conceptual framework is provided to help guide K-12 educators in addressing the mental health needs of Black girls. The framework proposes an anti-racist, culturally informed approach rooted in social justice initiatives to identify strengths and skills for promoting healthy and adaptive pathways for K-12 education for Black girls. The article illuminates the importance of decriminalizing Black girls and promoting an anti-racist paradigm to contextualize their educational and mental health needs. The article concludes with strategies that seek to intentionally create healing spaces in school settings for Black girls to fully explore their identities toward a healthy development.