The Piney Woods School: An Exploration of the Historically Black Boarding School Experience in Shaping Student Achievement, Cultural Esteem, and Collegiate Integration

Autor/in	Alexander-Snow, Mia
Titel	The Piney Woods School: An Exploration of the Historically Black Boarding School Experience in Shaping Student Achievement, Cultural Esteem, and Collegiate Integration
Quelle	In: Urban Education, 46 (2011) 3, S.322-341 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085910377439
Schlagwörter	African American Students; Boarding Schools; Academic Achievement; Educational Environment; Educational Experience; Case Studies; Qualitative Research; Social Experience; College Attendance; Whites; Self Concept; Self Esteem; Cultural Background; Student School Relationship; Secondary Schools + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Boarding school; Internat; Schulleistung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungserfahrung; Case study; Fallstudie; Case Study; Qualitative Forschung; Soziale Erfahrung; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; White; Weißer; Selbstkonzept; Self-esteem; Selbstaufmerksamkeit; Schüler-Lehrer-Beziehung; Sekundarschule
Abstract	This qualitative case study explores the cultural impact the Piney Woods School, a historically Black independent boarding school, had on the social and academic experiences of four of its graduates in attendance at two traditionally White universities. The article discusses the collegiate experiences of four students: Samantha, Ira, Tony, and Bobby. Though their individual collegiate experiences markedly differ from each other, their experiences reflect overall the historically Black boarding school experience as instrumental in shaping student achievement, cultural esteem, and sense of belonging. Studies that explore the secondary school experience, such as the historically Black boarding school, continue to provide other contexts in which to examine how school environment can negatively or positively influence African American students' achievement in college, particularly at traditionally White colleges and universities. (Contains 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10