Literaturnachweis - Detailanzeige
| Autor/in | Andrews, Dorinda J. Carter |
|---|---|
| Titel | The Construction of Black High-Achiever Identities in a Predominantly White High School |
| Quelle | In: Anthropology & Education Quarterly, 40 (2009) 3, S.297-317 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0161-7761 |
| DOI | 10.1111/j.1548-1492.2009.01046.x |
| Schlagwörter | African American Students; Race; Academic Achievement; High Achievement; Self Concept; High School Students; Student Attitudes; Goal Orientation; Whites; Disproportionate Representation |
| Abstract | In this article, I examine how black students construct their racial and achievement self-concepts in a predominantly white high school to enact a black achiever identity. By listening to these students talk about the importance of race and achievement to their lives, I came to understand how racialized the task of achieving was for them even though they often deracialized the characteristics of an achiever. I suggest that these students do not maintain school success by simply having a strong racial self-concept or a strong achievement self-concept; rather, they discuss achieving in the context of being black or African American. For these students, being a black or African American achiever in a predominantly white high school means embodying racial group pride as well as having a critical understanding of how race and racism operate to potentially constrain one's success. It also means viewing achievement as a human, raceless trait that can be acquired by anyone. In their descriptions of themselves as black achievers, these students resist hegemonic notions that academic success is white property and cannot be attained by them. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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