"We Didn't Let the Neighborhood Win": Black Male Students' Experiences in Negotiating and Navigating an Urban Neighborhood

Autor/in	Brooms, Derrick R.
Titel	"We Didn't Let the Neighborhood Win": Black Male Students' Experiences in Negotiating and Navigating an Urban Neighborhood
Quelle	In: Journal of Negro Education, 84 (2015) 3, S.269-281 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
DOI	10.7709/jnegroeducation.84.3.0269
Schlagwörter	African American Students; Males; Single Sex Schools; Urban Areas; Neighborhoods; High School Graduates; Student Experience; Attitudes; Disadvantaged Youth; Environmental Influences; Barriers; Self Concept; Masculinity; Resilience (Psychology); Academic Aspiration; Identification (Psychology); Violence; Social Influences; Illinois (Chicago) + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Urban area; Stadtregion; Neighbourhoods; Nachbarschaft; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Studienerfahrung; Attitude; Einstellung; Verhalten; Benachteiligter Jugendlicher; Environmental influence; Umwelteinfluss; Selbstkonzept; Männlichkeit; Gewalt; Sozialer Einfluss
Abstract	The current study relies on in-depth interviews with twenty Black males who graduated from Du Bois Academy (pseudonym), an urban, all-boys public charter secondary school and explores their educational perceptions and experiences. In particular, the author examines the interplay between students' in-school experiences and navigating a disadvantaged urban neighborhood. Using student narratives as the guide, the findings reveal that the urban neighborhood confronts these students with an ongoing litany of challenges that have a significant impact on how they think about themselves and school. The students accent how their masculine identities mattered and identify employing resilience to maintain and enhance their academic aspirations. This research provides an opportunity to investigate how schools might help students' self-actualization, resilience, and persistence. (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