Black Males' Self-Perceptions of Academic Ability and Gifted Potential in Advanced Science Classes

Autor/inn/en	Rascoe, Barbara; Atwater, Mary Monroe
Titel	Black Males' Self-Perceptions of Academic Ability and Gifted Potential in Advanced Science Classes
Quelle	In: Journal of Research in Science Teaching, 42 (2005) 8, S.888-911 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.20077
Schlagwörter	Academic Ability; Science Teachers; Males; Gifted; Academic Achievement; Student Attitudes; African American Students; Academically Gifted; Self Concept; High Achievement; Science Instruction; Science Achievement; Advanced Courses; Teacher Influence + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Male; Männliches Geschlecht; Begabter, Hoch Begabter; Schulleistung; Schülerverhalten; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Selbstkonzept; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fortgeschrittenenunterricht
Abstract	The purpose of this research effort was to examine Black male students' self-perceptions of academic ability and gifted potential in science. The purposeful sample consisted of nine Black males between the ages of 14 and 18 years. Four categories of self-perceptions of academic ability and gifted potential emerged from the data. These included: (a) gifted high achievers; (b) gifted "could do better" high achievers; (c) gifted "could do better" situational nonachievers; and (d) gifted "could do better" underachievers. Science teachers' influences that referenced participants' academic achievement pointed to validation. Participants' perceptions regarding how science teachers' influenced their academic performance focused on science teachers' content knowledge. Power dynamics germane to Black male participants' value or worth that directed their efforts in science learning environments are discussed. Implications are posited for science teaching, science education programs, and future research. This research endeavor was based on two premises. The first premise is that Black males' self-perceptions of academic ability affect their science academic achievement. The second premise is that, given parental, peer, and community influences, science teachers have considerable influence on students' self-perceptions of academic ability. However, the focus of this research was not on parental influences, peer influences, or any potential influences that participants' communities may have on their academic achievement. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10