Abstract

Across the globe, disabled girls of color have unique school experiences and perspectives. However, they are often left out of educational research. In addition, their experiences are not included in conversations focused on transforming school systems and practices, even though they have solutions for educational equity and justice. Grounded in intersectionality and critical spatial theory, this study expands current understandings of how school systems and practices impact disabled youth of color broadly by considering the distinct intersectional educational trajectories of disabled girls of color in middle and high school in the United States. Through their counter-narratives, photographs, and maps, focal participants revealed how materializations (e.g. school geographies, learning tools) and adult actions impacted their academic and social opportunities at school. This study adds to the current literature with a purposeful focus on the experiences and solutions of disabled girls of color. Implications for research and practice are discussed.

• Points of interest

• This article looks in detail at the experiences of disabled girls of color in the U.S. in one middle school and one high school.

• Disabled girls of color were often accompanied by adults throughout the school day. Few girls could travel to classrooms on their own or with friends or store personal materials in their own lockers. Disabled girls of color had limited access to many school spaces and classrooms.

• Most disabled girls of color did not have access to preferred writing tools (e.g. pencils, pens). Most girls had fewer math and science materials and electronic devices (e.g. laptops, tablets) to learn with compared to other students at their school.

• The researchers recommend teachers ask disabled girls of color about their experiences to ensure they have access to spaces and materials for meaningful learning. Teachers could use photography and map-making to learn about student experiences and modify their teaching practices.

摘要

在全球范围内，有色残疾女孩拥有独特的学校经历和观点。然而，他们经常被排除在教育研究之外。此外，尽管他们有教育公平和正义的解决方案，但他们的经验并未包含在以改变学校系统和实践为重点的对话中。本研究以交叉性和批判性空间理论为基础，通过考虑美国初中和高中有色残疾女孩的独特交叉教育轨迹，扩展了当前对学校系统和实践如何广泛影响有色残疾青年的理解。通过他们的反叙述、照片和地图，焦点参与者揭示了物化（例如学校地理、学习工具）和成人行为影响了他们在学校的学业和社交机会。这项研究增加了当前的文献，有目的地关注有色残疾女孩的经历和解决方案。讨论了对研究和实践的影响。

• 兴趣点

• 本文详细介绍了美国有色人种残疾女孩在一所中学和一所高中的经历。

• 在整个上学日，有色残疾女孩通常都有成年人陪伴。很少有女孩可以自己或与朋友一起去教室或将个人资料存放在自己的储物柜中。有色残疾女孩进入许多学校空间和教室的机会有限。

• 大多数有色人种的残疾女孩无法使用首选的书写工具（例如铅笔、钢笔）。与学校的其他学生相比，大多数女孩学习的数学和科学材料以及电子设备（如笔记本电脑、平板电脑）较少。

• 研究人员建议教师向有色人种残疾女孩询问她们的经历，以确保她们能够获得空间和材料进行有意义的学习。教师可以使用摄影和地图制作来了解学生的经历并修改他们的教学实践。