School as a Hostile Institution: How Black and Immigrant Girls of Color Experience the Classroom
通过三年纵向民族志研究，揭示学校对黑人女孩和有色人种移民女孩的三种敌对机制：教师性别化种族骚扰、智力抹除和社区疏离，并指出少数女孩的学业进步反而合理化了对全体女孩的敌意。
The paradox of girls’ academic gains over boys, across race and class, has perplexed scholars for the last few decades. Through a 3-year longitudinal ethnography of two predominantly economically marginalized and racially minoritized schools, I contend that while racially marginalized girls may have made academic gains, school is nevertheless a hostile institution for them. Focusing on the case of Black girls and recent immigrant girls of color, I identify three specific ways in which school functions as hostile institution for them: (1) gendered racial harassment from teachers, (2) erasure of intellect, and (3) estrangement within their communities. Furthermore, the denigration of immigrant girls becomes the conduit for misogynoir. I find that the gains of some racially marginalized girls in school often justify hostility against all of them. Bringing into conversation a feminist analysis of schooling that rejects girls’ educational gains as ubiquitous evidence of a gender revolution with a Black-colonial education framework that emphasizes schooling as a technology of oppression, I explore the current role of school as a hostile institution for Black girls and immigrant girls of color.