S.I.P. (School Induced Psychosis)

Abstract

By way of autoethnographic poetry, I reflect on my daughter's struggle to negotiate the tenuous space created by the effects of post-Brown desegregated schooling in a predominantly White district, high family expectations, and her own identity as an African American teenage female. The story of this recent family crisis is viewed through multiple lenses as an African American female, single parent, educator, and artist. It is situated within the domain of educational critical race theory and its intersections with gender and class. Critical race theories in education have provided avenues for marginal voices to be heard. Further research and writing should be aimed toward amplifying these muted voices.