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Download full textMbalia, Jendayi – Journal of Urban Learning, Teaching, and Research, 2020
The academic needs of African-American girls too often are not linked to their intersecting identities. These interlocked identities often go unseen, thus are rarely addressed in K-12 schools. Specifically, their identities are neglected in some of their English Language Arts classrooms through the sole use of hegemonic literary practices.…
Descriptors: African American Students, Females, Racial Bias, Gender Bias
