Reflections from Pushout: The Criminalization of Black Girls in Schools Book Discussion
*This blog post is a part of TBR’s From the Vault series, a collection of blog posts and episodes that were written/filmed last year. This post was written in April 2024.
On Thursday, April 18, 2024 the Social Justice Program hosted a book discussion centered around the book Pushout: The Criminalization of Black Girls in Schools by acclaimed author and advocate Monique Couvson. Pushout: The Criminalization of Black Girls in Schools highlights the experiences of Black girls as they face judgment, injustice, and criminalization within the educational and justice systems. The book describes and supports the importance of advocating for Black girl liberation by “challenging the policies, practices, and cultural illiteracy that push countless students out of school and into unhealthy, unstable, and often unsafe futures.”
When reading this book in preparation for the book discussion, I was immediately captivated by Couvson’s desire to offer validity and respect to Black girl experiences. As a social justice advocate who is intentional about centering my efforts around Black girls and women, I was inspired by Couvson’s storytelling and passion for Black girl liberation. Couvson’s exploration of the criticism and dehumanization that Black girls face in schools places Black girls in control of their own narratives. She tells their stories without shame or judgment which is refreshing within a society that primarily neglects and belittles Black girls’ existences.
This respect for Black girls and their experiences was clearly reflected during the book discussion. Prior to the event, each participant chose to focus on a specific chapter of Pushout: The Criminalization of Black Girls in Schools. I worked with another student to discuss Chapter 2: A Blues For Black Girls When The “Attitude” is Enuf. I highlighted the section “Smart Mouths and Fighting Words” which describes how Black girls are often labeled as confrontational when they express their opinions or stand up for themselves. Couvson says, “When Black girls are perceived to be lashing out against others and themselves, what’s happening can’t be understood without an illumination of what brought them to that place.”
Rather than taking the time to consider how Black girls' reactions, interactions, and behaviors are influenced by their intersectional identities and backgrounds, teachers and administrators often blame the girls without context. In order to support Black girls’ liberation, it is necessary to consider how their behavior is informed by experiences and trauma. Without taking the time to empathize and connect with them in this way, we are assisting the patriarchal, racist systems that aim to trap, limit, and punish them.
As a long-term mentor of young Black girls, this section was especially eye-opening. The content made me think deeper about my ability to pour into and empower my mentees through intentional language and activities. Since Black girls often do not receive the support and respect that they deserve during the school day, mentorship can be so important in providing them with safe spaces to share their emotions and feel heard.
My discussion of the section “Disciplining Appearance” which describes how Black girls are often criminalized for simply existing further supports this reality. For example, Couvson says, “Rules about how [Black girls] wear their hair and clothes become grounds for punishment, rather than tools to establish a uniform student presentation.” Many administrators argue for the regulation of Black girls’ natural hair and bodies, claiming that they are distracting to other, typically white, students. This idea places the burden of other people’s racial and sexist biases onto Black girls, training them to sacrifice and change their personhood to make others comfortable. These restrictions aim to strip Black girls of their rights to choice and freedom.
Our discussion of this unjust reality motivated me to learn more about Black girlhood studies and engage in advocacy that prioritizes their liberation and support. Spelman senior, Chloё Catrow, shared similar feelings of empowerment and inspiration after listening to student presentations on “Appendix B: Alternatives to Punishment.” This section explains how we can support Black girls through Positive Behavior Intervention Systems (PBIS) and restorative justice. Although these systems do not offer perfect solutions, they have the potential to interrupt the school-to-prison pipeline that threatens many Black girls.
“The book discussion has motivated me to research the policies of schools across the country dealing with discipline procedures for behavior. I enjoyed the presentation on Appendix B: Alternatives to Punishment. It clearly described programs such as PBIS which is informed by special education and behavior modification that enables competency in educators, works to undo biases teachers may have, and limits students' need to see counselors,” Catrow shared. “It also made me remember to listen to Black girls. First, ask what they need, then listen to them and work to meet their needs. We must love and protect Black girls at all costs. They are not inadequate.”
Spelman junior, Marie Andre Joyce Onana Mfege, explains how Pushout: The Criminalization of Black Girls in Schools represents the significance of Black girls' experiences and voices. She describes how the book discussion has enhanced her dedication to Black girl liberation at Spelman and beyond.
“There is so much within the history of lived experiences for marginalized people, especially for Black girls. I have been trying to tailor my programming to this work, so [the book discussion] made me think about all of the organizations that are trying to bring power to incarcerated Black girls, and that includes free Black girls because the carceral system for Black girls even impacts free Black girls,” Mfege said. “One of the immediate things I thought about was empowering Spelman clubs because we need things that keep us grounded with other Black girls in the community. Planned Parenthood and Spelmanites United for Justice are just a few of the clubs that I am going to continue working with, but I think we need to continue to make sure that all of our clubs are being very timely and intentional with the work that we are doing and partnering with local nonprofits.”
I support Black girl empowerment and justice as the Co-President of Spelmanites United for Justice, an organization that promotes advocacy and awareness for various social justice causes through events and initiatives that prioritize education and service. We have directly advocated against the criminalization of Black girls by donating to and volunteering with youthSpark, a local nonprofit dedicated to supporting youth who have been impacted by incarceration. We have also created feminine hygiene kits and volunteered with RestoreHER, an organization that provides education, healthcare, rehabilitation, and restorative justice to women of color facing mass criminalization and incarceration.
Overall, I am incredibly grateful to have been a part of the Pushout: The Criminalization of Black Girls in Schools book discussion. My experience reading the book, collaborating with my peers to present its content, and considering its impact on other Black girls was so meaningful. I am in awe of Dr. Couvson’s insightful analysis and fierce protection of Black girl existence. And, I am eager to use my new knowledge and perspectives to pursue change, equity, and justice for Black girls through comprehensive research and continued collaboration with community-based nonprofit organizations.
Shiloh Wolfork
Classification: Senior
Studying: English and Management and Organization
Role: Head of Editorial Team
