Black girlhood exists in a world that is constantly trying to negate it. Black vernacular traditions, too, allow girls to be considered “fast” or “womanish” based on their perceived desire or sexuality. However, Black girlhood studies presents a space where Black girls can claim their own experiences and futures. This essay engages how Nicki Minaj's “Anaconda” is fertile ground to help demystify Black girls’ possibilities for finding sexual pleasure and self-determination. Using hip-hop feminism, I argue that “Anaconda” presents a Black feminist sexual politics that encourages agency for Black girls, providing a “pinkprint” for finding pleasure in their bodies.
Envisioning Black Girl Futures: Nicki Minaj's Anaconda Feminism and New Understandings of Black Girl Sexuality in Popular Culture
Aria S. Halliday is Assistant Professor in the Women's Studies Program at the University of New Hampshire. Her research engages Black American and Caribbean girls’ popular culture, Black feminist and womanist digital spaces, and the ways in which trauma, radicalism, consumerism, and new media cultures shape identity for Black girls. The author thanks Purdue University's American Studies and African American Studies and Research Center, Davidson College, the National Women's Studies Association, and the Hip Hop Literacies Conference for helping refine concepts at different stages in this research. The author also has a special acknowledgement to Hilton Kelly for helping to polish the draft for publication. This essay is included in part in the author's dissertation, “Fashioning Black Barbies, Princesses, and Sexual Expression for Black Girls: The Multivisuality of Nicki Minaj” (Purdue University, 2017). Correspondence to: Aria S. Halliday, Women's Studies Program, University of New Hampshire, 203 Huddleston Hall, 73 Main Street, Durham, NH 03824, USA. Email: email@example.com.
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Aria S. Halliday; Envisioning Black Girl Futures: Nicki Minaj's Anaconda Feminism and New Understandings of Black Girl Sexuality in Popular Culture. Departures in Critical Qualitative Research 1 September 2017; 6 (3): 65–77. doi: https://doi.org/10.1525/dcqr.2017.6.3.65
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