LAUSR

A plethora of research on voluntary school choice programs and the impact on student’s outcomes have been documented. However, lacking are the experiences of students of color attending predominately White schools that are part of these voluntary school choice programs. Using the integrative model for the developmental competencies of minority children as a theoretical lens, the authors explored the racial and gendered socio-emotional experiences of Black adolescent girls (N = 15, Mage = 13.59) who were participants in a voluntary school choice program. Inductive analytic techniques were used to identify themes based on the lived experiences of Black girls within this context. Three themes emerged that centered the intersectionality of race, class, and gender in their experiences including: (1) racial and cultural stereotypes; (2) differential discipline; and (3) academic expectations. Directions for future research and implications for Black girls, who participate in voluntary school choice programs are discussed.