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Negotiating privilege: A profile of ...

Coulombe, Christina Biedermann.

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Negotiating privilege: A profile of disadvantaged African-American students at an independent boarding school.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Negotiating privilege: A profile of disadvantaged African-American students at an independent boarding school./
作者:	Coulombe, Christina Biedermann.
面頁冊數:	273 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-11, Section: A, page: 3926.
Contained By:	Dissertation Abstracts International66-11A.
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3194177
ISBN:	9780542391156

Negotiating privilege: A profile of disadvantaged African-American students at an independent boarding school.
Coulombe, Christina Biedermann.

Negotiating privilege: A profile of disadvantaged African-American students at an independent boarding school. - 273 p.

Source: Dissertation Abstracts International, Volume: 66-11, Section: A, page: 3926.

Thesis (Psy.D.)--Massachusetts School of Professional Psychology, 2006.

This study is an exploration of the experience of African-American students from disadvantaged social backgrounds who attend an independent boarding school. It describes their lived experience and then focuses on the impact of them on the students' identity development. Previous research has failed to capture the complexity of this situation and neglected the significance of the school as a context that shapes the students' experiences. Using ethnographic and interviewing techniques, this study addresses these oversights. First, the participating school is described as a unique cultural context. This is followed by descriptions of what the students were told in preparation for the experience of attending a boarding school and of their experience transitioning into the school. The students' perspectives are then explored, including the feedback that they received from the school, the ways that they coped with their experiences, and the ways that they felt their identity development had been influenced. Themes of code switching, agency, pride, guilt, and the conflation of race and social class are explored, followed by a brief account of the faculty's perspective and an analysis of the discourse used by both the students and the faculty. Finally, there is a discussion of the deficiencies in the discourse about social class and of the implications of this deficit for these students' identity development. Recommendations for the school and areas in need of further study are included.

ISBN: 9780542391156Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Negotiating privilege: A profile of disadvantaged African-American students at an independent boarding school.
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