Black Male College Achievers and Resistant Responses to Racist Stereotypes at Predominantly White Colleges and Universities

Autor/in	Harper, Shaun R.
Titel	Black Male College Achievers and Resistant Responses to Racist Stereotypes at Predominantly White Colleges and Universities
Quelle	In: Harvard Educational Review, 85 (2015) 4, S.646-674 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8055
DOI	10.17763/0017-8055.85.4.646
Schlagwörter	African American Students; Undergraduate Students; Males; High Achievement; Resistance (Psychology); Racial Bias; Stereotypes; Academic Persistence; Student Attitudes; Semi Structured Interviews; Student Participation; Leadership Role; Student Organizations; Communication Skills + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Resistenz; Racial discrimination; Rassismus; Klischee; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Student organisations; Schülerorganisation; Studentenorganisation; Studentenvereinigung; Studentenvertretung; Kommunikationsstil
Abstract	In this article, Shaun R. Harper investigates how Black undergraduate men respond to and resist the internalization of racist stereotypes at predominantly White colleges and universities. Prior studies consistently show that racial stereotypes are commonplace on many campuses, that their effects are usually psychologically and academically hazardous, and that Black undergraduate men are often among the most stereotyped populations in higher education and society. The threat of confirming stereotypes has been shown to undermine academic performance and persistence for Blacks and other minoritized students. To learn more about those who succeed in postsecondary contexts where they are routinely stereotyped, Harper conducted interviews with Black male achievers at thirty predominantly White colleges and universities. His findings show that these undergraduate men were frequently confronted with stereotypes but succeeded in resisting them through their campus leadership roles, their engagement in student organizations, and their use of a three-step strategic redirection process. Communication and confrontation skills acquired through out-of-class engagement enabled participants to effectively resist the harmful threat of racial stereotypes encountered in classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01