ABSTRACT In this year-long ethnographic study, the authors illuminate the narratives and experiences of four black middle school girls who experienced multiple school disciplinary actions including detention, suspension, and expulsion. The study design includes a weekly school-based mentorship and advocacy program to support the academic and socioemotional development of black middle school girls. Data include interviews with focal girls, their parents, teachers, and administrators; school academic and disciplinary records; and fieldnotes from classroom observations and weekly mentorship sessions. Critical race feminism provides a framework for shedding light on the experiences of black girls who continue to experience unjust forms of school discipline. Findings speak toward the incongruence of black girls’ experiences when juxtaposed to school narratives and disciplinary outcomes. Through the illumination of black middle school girls’ stories, the authors seek to reject how schools and society negatively position black girls, by reclaiming their humanity and worth.

中文翻译：

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Call Me Worthy: 利用讲故事来重新讲述黑人中学生经历不公平学校纪律的故事

摘要 在这项为期一年的民族志研究中，作者阐明了四名经历过多次学校纪律处分（包括拘留、停学和开除）的黑人中学女生的叙述和经历。研究设计包括每周一次的学校指导和宣传计划，以支持黑人中学女生的学业和社会情感发展。数据包括对焦点女孩、她们的父母、老师和管理人员的采访；学校学术和纪律记录；课堂观察和每周辅导课程的现场笔记。批判种族女权主义提供了一个框架，可以阐明继续遭受不公正学校纪律形式的黑人女孩的经历。当与学校叙述和纪律结果并列时，调查结果表明黑人女孩的经历不一致。通过对黑人女中学生的故事的阐释，作者试图通过恢复她们的人性和价值来拒绝学校和社会对黑人女孩的负面定位。