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A persistent achievement gap: Africa...

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A persistent achievement gap: African American students dealing with peer pressure in a southern and rural high school.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A persistent achievement gap: African American students dealing with peer pressure in a southern and rural high school./
Author:	Davis, Joseph Scott.
Description:	184 p.
Notes:	Source: Dissertation Abstracts International, Volume: 69-06, Section: A, page: 2059.
Contained By:	Dissertation Abstracts International69-06A.
Subject:	Black Studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3319182
ISBN:	9780549697602

A persistent achievement gap: African American students dealing with peer pressure in a southern and rural high school.
Davis, Joseph Scott.

A persistent achievement gap: African American students dealing with peer pressure in a southern and rural high school. - 184 p.

Source: Dissertation Abstracts International, Volume: 69-06, Section: A, page: 2059.

Thesis (Ed.D.)--Harvard University, 2008.

In an effort to identify new opportunities for educators to address a persistent, nation-wide pattern of under-achievement, this study seeks to broaden and refine our understanding of oppositional culture among Black high school students. An extension of groundbreaking work by Fordham and Ogbu (1986) in an urban setting, this qualitative study looks at a rural, southern population. Interviews were conducted to test the extent to which talented Black students are affected by attitudes among their peers that achieving academic success is "acting White," and the circumstances under which these students either do or do not develop oppositional attitudes and behaviors in response. The data provide little evidence that the notion of "acting White," though prevalent, has had a significant impact on this population of 11th grade high and moderate achievers, all of whom claim supportive peer networks as well as home environments encouraging of academic success. While this does not rule out the possibility that negative peer pressure is a significant factor for younger or lower achieving students, more significant for this group are structural barriers in the school environment, limiting the support Black students need to achieve at the highest academic levels.

ISBN: 9780549697602Subjects--Topical Terms:

1017673
Black Studies.

A persistent achievement gap: African American students dealing with peer pressure in a southern and rural high school.
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520 $a In an effort to identify new opportunities for educators to address a persistent, nation-wide pattern of under-achievement, this study seeks to broaden and refine our understanding of oppositional culture among Black high school students. An extension of groundbreaking work by Fordham and Ogbu (1986) in an urban setting, this qualitative study looks at a rural, southern population. Interviews were conducted to test the extent to which talented Black students are affected by attitudes among their peers that achieving academic success is "acting White," and the circumstances under which these students either do or do not develop oppositional attitudes and behaviors in response. The data provide little evidence that the notion of "acting White," though prevalent, has had a significant impact on this population of 11th grade high and moderate achievers, all of whom claim supportive peer networks as well as home environments encouraging of academic success. While this does not rule out the possibility that negative peer pressure is a significant factor for younger or lower achieving students, more significant for this group are structural barriers in the school environment, limiting the support Black students need to achieve at the highest academic levels.
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