Black girls are more likely to be suspended or expelled through exclusionary discipline than their female counterparts, but continue to be overlooked and understudied. This article presents a case for using critical race feminism and figured worlds as theoretical frameworks for examining the effects of zero tolerance policies on Black girls. We use these frameworks to explore how adults’ implementation of disciplinary policies not only affects the racial and gender identity development of Black girls, but perpetuates anti-Black discipline and represents behavioral responses to White femininity that may not align with Black girls’ femininity and identification with school.
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