Literaturnachweis - Detailanzeige
| Autor/inn/en | Kim, Eunyoung; Hargrove, Demond T. |
|---|---|
| Titel | Deficient or Resilient: A Critical Review of Black Male Academic Success and Persistence in Higher Education |
| Quelle | In: Journal of Negro Education, 82 (2013) 3, S.300-311 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-2984 |
| DOI | 10.7709/jnegroeducation.82.3.0300 |
| Schlagwörter | African American Students; Males; Underachievement; Resilience (Psychology); Academic Persistence; College Students; Black Colleges; College Environment; Racial Composition; Whites; Student Experience; Higher Education; Success |
| Abstract | What contributes to persistent trends of Black male educational underachievement? Past literature has often used a deficit-informed framework to answer this question, portraying Black male students as incapable, unintelligent, disadvantaged, and at-risk to fail, feeding into negative stereotypes. In this article, our primary objective is to depart from this deficit-informed orientation, seeking out themes that speak to, and explain, Black male resiliency while discussing major developments in research on Black college men in both PWIs and HBCUs. We aim to fill gaps in existing research by using a more heuristic framework, one that may guide future research on Black male collegiate experiences and success by drawing upon resilience theories. (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 |
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