Negotiating Sociocultural Discourses: The Counter-Storytelling of Academically (and Mathematically) Successful African American Male Students

Autor/in	Stinson, David W.
Titel	Negotiating Sociocultural Discourses: The Counter-Storytelling of Academically (and Mathematically) Successful African American Male Students
Quelle	In: American Educational Research Journal, 45 (2008) 4, S.975-1010 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831208319723
Schlagwörter	African American Students; Critical Theory; Males; Success; Inquiry; African American History; Educational History; Social Theories; Mathematics Achievement; Identification (Psychology); Social Influences; Cultural Influences; Urban Schools; Achievement Gap; Socioeconomic Status; Personal Narratives; Racial Factors; High School Students; College Students + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Kritische Theorie; Male; Männliches Geschlecht; Erfolg; History of education; Bildungsgeschichte; Gesellschaftstheorie; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sozialer Einfluss; Cultural influence; Kultureinfluss; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Socio-economic status; Sozioökonomischer Status; Erlebniserzählung; High school; High schools; Oberschule; Collegestudent
Abstract	This study documents the counterstories of four academically (and mathematically) successful African American male students. Using participative inquiry, the participants were asked to read, reflect on, and respond to historical and current research literature regarding the schooling experiences of African American students. Their responses were analyzed using a somewhat eclectic theoretical framework that included poststructural theory, critical race theory, and critical theory. Collectively, the participants' counterstories revealed that each had acquired a robust mathematics identity as a component of his overall efforts toward success. How the participants acquired such "uncharacteristic" mathematics identities was to be found in part in how they understood sociocultural discourses of U.S. society and how they negotiated the specific discourses that surround male African Americans. Present throughout the counterstories of each participant was a recognition of himself as a discursive formation who could negotiate sociocultural discourses as a means to subversively repeat his constituted "raced" self. (Contains 1 table and 13 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10