Understanding Black Male Mathematics High Achievers from the Inside Out: Internal Risk and Protective Factors in High School

Autor/inn/en	McGee, Ebony O.; Pearman, F. Alvin, II
Titel	Understanding Black Male Mathematics High Achievers from the Inside Out: Internal Risk and Protective Factors in High School
Quelle	In: Urban Review: Issues and Ideas in Public Education, 47 (2015) 3, S.513-540 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-014-0317-2
Schlagwörter	Risk; Males; High School Students; Semi Structured Interviews; High Achievement; Self Concept; Urban Areas; Disadvantaged; STEM Education; Disproportionate Representation; Personal Narratives; Mathematics Achievement; Educational Practices; Coping; Student Attitudes; Educational Attainment; Barriers; Race + Suchen Sie Ihr Suchwort? Risiko; Male; Männliches Geschlecht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Selbstkonzept; Urban area; Stadtregion; STEM; Erlebniserzählung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Bildungspraxis; Bewältigung; Schülerverhalten; Bildungsabschluss; Bildungsgut; Rasse; Abstammung
Abstract	The gendered and racialized narrative of Black male adolescents in urban spaces is one often fraught with deficit-based assumptions and presuppositions about their abilities, competencies, and proclivities with regard to schooling in general and mathematics in particular. Yet despite these conventional beliefs, compounded by the dearth of Black male representation in many STEM-related careers, there remain Black male adolescents who, during their high school years, nevertheless achieve a high degree of mathematical success. This study endeavors to unpack the internal, interrelated processes and strategies through which a cohort of 13 high-achieving, Black male high school students develop positive mathematical, social, racial, and gendered identities. Drawing on narrative analysis, we utilized semi-structured interviews to identify and explore how internal protective and risk factors operated in their lives. Results identify not only several coping strategies, beliefs, practices, and habits that foster positive mathematical identity trajectories for our respondents, but also several internal challenges that Black male adolescents must successfully negotiate both in- and out-of-school throughout the attainment process. We also discuss how these findings relate to in-school practices that might promote and sustain Black male achievement in high school mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01