'Focus on the Bigger Picture:' An Anti-Deficit Achievement Examination of Black Male Scholar Athletes in Science and Engineering at a Historically White University (HWU)

Autor/in	Cooper, Joseph N.
Titel	'Focus on the Bigger Picture:' An Anti-Deficit Achievement Examination of Black Male Scholar Athletes in Science and Engineering at a Historically White University (HWU)
Quelle	In: Whiteness and Education, 1 (2016) 2, S.109-124 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2379-3406
DOI	10.1080/23793406.2016.1272627
Schlagwörter	College Students; African American Students; Student Athletes; Males; Academic Achievement; Science Education; Engineering Education; Majors (Students); Research Universities; Predominantly White Institutions; Student Attitudes; Self Efficacy; Racism; Stereotypes; Academic Persistence; Parent Aspiration + Suchen Sie Ihr Suchwort? Collegestudent; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Schulleistung; Naturwissenschaftliche Bildung; Ingenieurausbildung; Forschungseinrichtung; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Rassismus; Klischee; Elternwille
Abstract	The purpose of this study was to examine the experiences of black male scholar athletes in science and engineering majors at a Division I research-intensive historically white university (HWU) and identify key influences that facilitated their academic achievement. Participants included three black male scholar athletes in science and/or engineering majors at a Division I research-intensive HWU. A single focus group, three in-depth individual interviews and an eight-item demographic questionnaire were employed to investigate the phenomenon of interest. The prove them wrong syndrome and an anti-deficit achievement framework were incorporated to explore the pre-college and college influences that contributed to the participants' educational outcomes. Emergent themes highlighted the pivotal role of strong familial support, academic self-efficacy, strategic responsiveness to negative stereotypes and select benefits from athletic participation resulted in the participants' academic achievement. Implications for policy and practice are discussed . (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01