Achievement as Resistance: The Development of a Critical Race Achievement Ideology among Black Achievers

Autor/in	Carter, Dorinda J.
Titel	Achievement as Resistance: The Development of a Critical Race Achievement Ideology among Black Achievers
Quelle	In: Harvard Educational Review, 78 (2008) 3, S.466-497 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8055
Schlagwörter	African American Students; Race; Ideology; Critical Theory; High Achievement; Qualitative Research; High Schools; Interviews; Whites; Academic Achievement; High School Students; Student Attitudes; Personality Traits + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Rasse; Abstammung; Ideologie; Kritische Theorie; Qualitative Forschung; High school; Oberschule; Interviewing; Interviewtechnik; White; Weißer; Schulleistung; High schools; Schülerverhalten; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal
Abstract	In this article, Dorinda Carter examines the embodiment of a critical race achievement ideology in high-achieving black students. She conducted a yearlong qualitative investigation of the adaptive behaviors that nine high-achieving black students developed and employed to navigate the process of schooling at an upper-class, predominantly white, suburban public high school while maintaining school success and a positive racial self-definition. Based on an analysis of interview data, participant observations, and field notes, Carter argues that these students' conceptions of race and how race operates in their daily lives informs their constructions of achievement beliefs, attitudes, and self-definitions and informs their racialization and deracialization of the task of achieving at various times in the school context. Findings from this study indicate that students with strong racial and achievement identities may develop a critical race achievement ideology and enact resilient, adaptive behaviors in racially challenging contexts. (Contains 1 figure and 8 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10