"Many Are Called, but Few Are Chosen": The Role of Spirituality and Religion in the Educational Outcomes of "Chosen" African American Male Mathematics Majors

Autor/in	Jett, Christopher C.
Titel	"Many Are Called, but Few Are Chosen": The Role of Spirituality and Religion in the Educational Outcomes of "Chosen" African American Male Mathematics Majors
Quelle	In: Journal of Negro Education, 79 (2010) 3, S.324-334 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	Majors (Students); African American Students; Graduate Students; Mathematics Education; Educational Objectives; Outcomes of Education; Religion; Criticism; Religious Factors; Educational Experience; Role; Males; Spiritual Development; Academic Achievement + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Mathematische Bildung; Educational objective; Bildungsziel; Erziehungsziel; Lernleistung; Schulerfolg; Kritik; Bildungserfahrung; Rollen; Male; Männliches Geschlecht; Schulleistung
Abstract	The educational outcomes of African American male students have been explored by several scholars. What has been lacking, however, is an examination of the role of spirituality and religion as it pertains to the educational experiences of African American male students, especially those who have been successful along the mathematics continuum. In this article, the author explores the influences of spirituality and religion on the educational outcomes of four academically successful African American male graduate students in mathematics and mathematics education. Additionally, the author presents a critical analysis of his own experiences as an African American scholar with spiritual underpinnings. Recommendations and implications are posited concerning a more nuanced approach to intertwining the role of spirituality and religion and academic success. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10