#Black Boy Joy: The College Aspirations of Rural Black Male Students

Autor/inn/en	Crumb, Loni; Chambers, Crystal R.; Chittum, Jessica
Titel	#Black Boy Joy: The College Aspirations of Rural Black Male Students
Quelle	In: Rural Educator, 42 (2021) 1, S.1-19 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-446X
Schlagwörter	African American Students; Males; Rural Youth; Academic Aspiration; High School Students; Longitudinal Studies; Knowledge Level; School Counselors; Self Esteem; Advanced Placement Programs; Aptitude Tests; Counselor Client Relationship; High School Longitudinal Study of 2009 (NCES); Advanced Placement Examinations (CEEB); Preliminary Scholastic Aptitude Test + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Rural area; Rural areas; Youth; Ländlicher Raum; Jugend; Jugendlicher; High school; High schools; Oberschule; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Wissensbasis; School counselor; Beratungslehrer; Pädagogischer Berater; Self-esteem; Selbstaufmerksamkeit; Aptitude test; Eignungsprüfung; Eignungstest
Abstract	Too often research studies on Black boys emanate from deficit orientations and take a problem-centered approach that overemphasizes stereotypes or pathologizes Black male students, overlooking their aspirations and successes. Utilizing the High School Longitudinal Survey of 2009 (HSLS: 09), we examined the postsecondary goals of rural Black male ninth graders as well as the relationships among their educational aspirations, college knowledge, and support from school counselors using social and aspirational capital situated within the community cultural wealth conceptual framework. We found that the educational aspirations of rural Black male ninth graders are high; however, their knowledge of college falls short of their educational aspirations and their support from teachers and school counselors. We discuss the strengths, attributes, and systems of support that are useful to rural Black male students as they transition through secondary education to post-secondary settings and, based on our findings, call for a paradigmatic shift using family-school-community partnerships. (As Provided).
Anmerkungen	National Rural Education Association. e-mail: theruraleducator@gmail.com; Web site: https://journals.library.msstate.edu/ruraled
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01