Black alumnae perspectives on identity and interactions: the intersectionality of race and gender in all-girls schools

Abstract

Using Intersectionality as a critical framework, this qualitative study analyzes the perspectives of Black alumnae who graduated from all-girls schools in order to better understand the influence of single-sex schooling on race and gender identity development. Further, this study explores the role of gendered education on cross-racial and cross-gendered interactions. Findings contribute to the literature surrounding the experiences of Black girls in schools and specifically address their unique experiences in all-girls settings. This study offers implications for practice and future research to further support the holistic development of Black students.