Girls on Fire: Youth-Led Research on Black Girls’ Educational Experiences

Abstract

In the United States, Black girls encounter significant barriers to educational success compared to their peers. They face a heightened risk of punitive, exclusionary, zero-tolerance disciplinary measures, such as suspension or expulsion, stemming from vague guidelines, financial incentives for school punishment, and racial bias entrenched in legal and social structures related to hair, dress code, and school conduct. In 2024, the U.S. Government Office of Accountability found that Black girls accounted for nearly 50% of suspensions and expulsions despite representing only 15% of the female population in public schools. Black girls were suspended at 5.2 times the rate of their white female classmates. Despite the negative impacts of school policies on marginalized youth, they are seldom included in crucial conversations. This research highlights Black girls' creativity, valuable lived experiences in and out of school, intelligence, and unique problem-solving skills within the educational research process. Guided by the question, “How do environmental factors facilitate joyful learning experiences for Black girls?” the study amplifies their voices, criticisms, desires, and dreams in Florida schools. Through Youth Participatory Action Research, arts-based methods, critical pedagogies—such as abolitionist teaching and freedom dreaming—and a critical reading of a graphic novel featuring a Black girl protagonist, 15 participants aged 11-18 engage as co-researchers to understand the factors that foster positive learning environments. This research aims to demonstrate the value of Black girls’ leadership, challenging Florida schools and policymakers to consider their perspectives in educational research and decision-making.