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SYSTEMATICALLY SHORTCHANGED, YET CARRYING ON

Black Adolescent Girls in the Detroit Metropolitan School Reform Environment

Published online by Cambridge University Press:  03 February 2020

Linnea A. Evans ,
Arline T. Geronimus  and
Cleopatra Howard Caldwell
Linnea A. Evans*
Affiliation:
Department of Obstetrics and Gynecology, The University of Wisconsin – Madison
Arline T. Geronimus
Affiliation:
Department of Health Behavior and Health Education, The University of Michigan
Cleopatra Howard Caldwell
Affiliation:
Department of Health Behavior and Health Education, The University of Michigan
*
*Corresponding author: Linnea A. Evans, Center for Women’s Health and Health Disparities Research, University of Wisconsin-Madison, 667 WARF, 610 Walnut Street, Madison, WI 53726. E-mail: linnea.evans@gmail.com
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Abstract

School reform policies, such as the closure of “low-performing” schools and the competitive introduction of school choice and charters, were presented to communities of color as the fix to educational inequities and the lifeline needed for urban Black students to have a chance at a quality education and social mobility. The ways in which reforms have under-delivered on this promise, and in some cases exacerbated negative academic outcomes, particularly for Black boys, are documented. Yet, research on the experience of Black adolescent girls is sparse. We explore ways that policies aimed at delivering a school choice environment have affected daily life for Black adolescent girls. We examine this issue in the context of the Detroit metropolitan area with Black adolescent girls, reflecting on their high school education experiences that spanned a time-period of rapid transitions in the schooling environment (2014–2016) prompted by a series of school reforms in Michigan. Through in-depth interviews we found that girls sought to invest in their high school education as a path to college; yet the very reforms advanced as ways to clear this path hindered their ability to spend time on the human and social capital activities believed to be important to their academic success and social mobility. Our findings suggest advantages for those students with proximal access to high quality neighborhood schools cannot be replicated in a choice environment. There may also be health consequences of the coping strategies girls are compelled to employ to carry on under adverse educational circumstances.

Keywords

Black GirlhoodSchool ChoiceSchool ClosuresTimeStressHigh Effort Coping
Type
State of the Discipline
Information
Du Bois Review: Social Science Research on Race , Volume 16 , Issue 2 , Fall 2019 , pp. 357 - 383
Copyright
Copyright © Hutchins Center for African and African American Research 2020 

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