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Abstract
Aggression among Black high school girls is often pathologized in school settings; however, the Social-Ecological Diathesis-Stress model suggests it may function as an adaptive response to unsafe, unsupportive environments shaped by systemic inequities. This qualitative study explored how caregivers of Black adolescent girls interpret the antecedents, meanings, and consequences of aggression, with the goal of contextualizing behavior that is frequently misunderstood and harshly disciplined. Guided by a constructivist epistemology and analyzed using reflexive thematic analysis, interviews were conducted with 15 caregivers of Black high school girls who had received at least one school referral for physical aggression. Three themes were developed through an iterative process of coding, reflection, and interpretation: (1) Navigating Systems without Protection, which described caregivers’ concerns about unsafe school climates and institutional neglect; (2) Standing Up but Not Alone, which captured the escalation of protective behaviors in the absence of support and the role of caregiver advocacy; and (3) Protecting the Next Generation, which reflected intentional parenting strategies to foster resilience and buffer the effects of discrimination, while also calling for institutional change. Caregivers emphasized that their daughters’ aggression was often reactive and strategic, shaped by the social and cultural realities they navigate daily and intensified by schools’ failure to intervene or provide meaningful protection. Findings highlight the need for schools to move beyond punitive responses and toward culturally responsive practices that consider the social context of behavior. This study offers actionable insights for educators, school-based mental health professionals, and policymakers seeking to reduce discipline disparities and create safer, more supportive environments for Black girls.