social sciences $€ £ ¥ Article A Qualitative Study of Black College Women’s Experiences of Misogynoir and Anti-Racism with High School Educators Seanna Leath 1,*, Noelle Ware 1, Miray D. Seward 2, Whitney N. McCoy 2 , Paris Ball 2 and Theresa A. Pfister 2 1 Psychology Department, University of Virginia, Charlottesville, VA 22904, USA;
[email protected] 2 School of Education and Human Development, University of Virginia, Charlottesville, VA 22904, USA;
[email protected] (M.D.S.);
[email protected] (W.N.M.);
[email protected] (P.B.);
[email protected] (T.A.P.) * Correspondence:
[email protected] Abstract: A growing body of literature highlights how teachers and administrators influence Black girls’ academic and social experiences in school. Yet, less of this work explores how Black undergrad- uate women understand their earlier school experiences, particularly in relation to whether teachers advocated for their educational success or participated in discriminatory practices that hindered their potential. Using consensual qualitative research (CQR) methods, the present semi-structured interview study explored the narratives of 50 Black undergraduate women (mean age = 20 years) who reflected on their experiences with teachers and school administrators during high school. Five discriminatory themes emerged, including body and tone policing, exceptionalism, tokenization, cultural erasure in the curriculum, and gatekeeping grades and opportunities. Three anti-racist themes emerged, including communicating high expectations and recognizing potential, challenging discrimination in the moment, and instilling racial and cultural pride. Our findings highlight the higher prevalence of discriminatory events compared to anti-racist teacher practices, as well as how Citation: Leath, Seanna, Noelle Ware, the women’s high school experiences occurred at the intersection of race and gender.