These stereotypes have been perpetuated through cultural and media objects in contemporary society, influencing the perspectives of educators and administrators. In Chapters 2 and 3, for example, Pushout analyzes stereotypes that were born out of the United States’ slavery era and seek to control Black femininity and Black girls’ behaviors. Television, movies, music, and memes have all historically worked together to both construct and reinforce harmful stereotypes whose racism and misogyny affect the everyday lives of Black girls-even in school. Popular culture plays a large role in forming dominant understandings of Black femininity. Education to establish truly equal educational opportunities in the United States this truth inordinately impacts Black Americans-particularly girls. The stratification in the quality of education between the children of the “ghetto” versus wealthier children outside of these high-poverty areas reflects the failure of Brown v. Morris terms this dynamic the “school-to-confinement pathway,” offering a revision of the popular term “school-to-prison pipeline” (12), which Morris believes is insufficient in properly describing Black girls’ experiences.Īnother significant factor in the pushout of Black girls is what Morris refers to as “ghettoized opportunity,” where the education of Americans of certain classes (and often, races) are severely hindered by under-funded, poorly resourced, high-poverty schools. As a result of this systemic pushout phenomenon, Black girls are then forced into confined spaces (e.g., jails, detention facilities, house arrest, etc.). In her Introduction, Morris argues that the American education system pushes Black girls out of learning spaces by criminalizing their appearances and behavior and punishing them through biased applications of zero-tolerance policies.

Monique morris pushout