Presentation Type
Poster
Full Name of Faculty Mentor
Tiffany Hollis, Foundations, Curriculum and Instruction
Major
Special Education Multi-Categorical
Presentation Abstract
The primary purpose of this research was to elevate the voices of minoritized girls of color (those with intersecting identities such as being Black, Brown and/or gender nonconforming, and/or having a disability) through creative writing and literacy, by engaging them in a process of inquiry that allowed them to creatively express themselves and to share their experiences within the school-to-prison pipeline. Using creative writing and a curriculum that the researcher created, the young women participating in various activities that helped them share their experiences and allowed them to think about countering the narrative about young girls of color and with intersecting identities in alternative education settings. As a result, they presented their findings to educators and administrators; sharing their experiences within the school-to-prison pipeline, as well as the growth shown, and the skills gained that they experienced from participating in the program.
Location
Virtual Poster Session 1
Start Date
21-4-2021 12:00 PM
End Date
21-4-2021 2:00 PM
Recommended Citation
Gross, Tyler, "Using Creative Writing and Literacy to Dismantle the School to Prison Pipeline" (2021). Undergraduate Research Competition. 85.
https://digitalcommons.coastal.edu/ugrc/2021/fullconference/85
Using Creative Writing and Literacy to Dismantle the School to Prison Pipeline
Virtual Poster Session 1
The primary purpose of this research was to elevate the voices of minoritized girls of color (those with intersecting identities such as being Black, Brown and/or gender nonconforming, and/or having a disability) through creative writing and literacy, by engaging them in a process of inquiry that allowed them to creatively express themselves and to share their experiences within the school-to-prison pipeline. Using creative writing and a curriculum that the researcher created, the young women participating in various activities that helped them share their experiences and allowed them to think about countering the narrative about young girls of color and with intersecting identities in alternative education settings. As a result, they presented their findings to educators and administrators; sharing their experiences within the school-to-prison pipeline, as well as the growth shown, and the skills gained that they experienced from participating in the program.