Abstract
Black girls’ experiences with sexual harassment in schools remain critically understudied. To mediate this void, this study explored the role of educators and school policy as disrupting or perpetuating racialized sexual harassment toward them. Using a disability critical race theory (DisCrit) framework, we argue educator response and education policy create a nexus of subjugation that makes Black girls increasingly vulnerable to experience racialized sexual harassment at the hands of adults and peers, while largely failing to provide protection from or recourse for such harassment.
| Original language | English |
|---|---|
| Number of pages | 21 |
| Journal | Educational Policy |
| Early online date | 29 Dec 2020 |
| DOIs | |
| Publication status | Early online - 29 Dec 2020 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 1 No Poverty -
SDG 5 Gender Equality -
SDG 16 Peace, Justice and Strong Institutions
Keywords
- Black girls
- disability
- education policy
- race
- sexual harassment
- critical race theory
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