Counter Space: Analysis of Educational Structures of an After-School Program That Fosters Black Academic Success Narratives

Autor/in	Hargrave, Constance P.
Titel	Counter Space: Analysis of Educational Structures of an After-School Program That Fosters Black Academic Success Narratives
Quelle	In: Journal of Negro Education, 84 (2015) 3, S.348-361 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
DOI	10.7709/jnegroeducation.84.3.0348
Schlagwörter	After School Programs; STEM Education; African American Students; Academic Achievement; College Preparation; Outcomes of Education; High School Students; Developmental Programs; Student Diversity; Program Descriptions; Science Careers + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; STEM; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Schulleistung; Lernleistung; Schulerfolg; High school; High schools; Oberschule; Entwicklungsplan
Abstract	This study examines the educational structures of a pre-college science, technology, engineering, and mathematics (STEM) education program that has been effective in preparing African American students for postsecondary education and to pursue degrees in technical disciplines. A critical race analysis of the educational structures of the program was conducted to contextualize the significance of student outcomes. The study illuminated the structural composition of the STEM after-school program that created the contexts in which the African American students successfully completed high school and pursued postsecondary STEM degrees. The findings indicate the educational structures of the pre-college STEM program created counter space. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01