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Factors which influence the academic...

Tucker Blackwell, Valerie Gayle.

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Factors which influence the academic motivation and disengagement of adolescent, African American males within a social-historical and psychological context.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Factors which influence the academic motivation and disengagement of adolescent, African American males within a social-historical and psychological context./
作者:	Tucker Blackwell, Valerie Gayle.
面頁冊數:	286 p.
附註:	Source: Dissertation Abstracts International, Volume: 67-05, Section: A, page: 1654.
Contained By:	Dissertation Abstracts International67-05A.
標題:	Sociology, Theory and Methods. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3218573
ISBN:	9780542698125

Factors which influence the academic motivation and disengagement of adolescent, African American males within a social-historical and psychological context.
Tucker Blackwell, Valerie Gayle.

Factors which influence the academic motivation and disengagement of adolescent, African American males within a social-historical and psychological context. - 286 p.

Source: Dissertation Abstracts International, Volume: 67-05, Section: A, page: 1654.

Thesis (Ph.D.)--University of Missouri - Kansas City, 2006.

This study used the approach of critical ethnography to make a credible, critical inquiry into social, academic and educational phenomena which affect the psychological development, learning styles, motivation and academic achievement of African American students in general and specifically African American, adolescent males. Through their own voices, this group of adolescent, African American males told what the meaning of schooling was for them and how they interpreted everyday experiences related to schooling. More importantly, how they defined success and achievement in terms of schooling as it relates to life in general.

ISBN: 9780542698125Subjects--Topical Terms:

626625
Sociology, Theory and Methods.

Factors which influence the academic motivation and disengagement of adolescent, African American males within a social-historical and psychological context.
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520 $a This study used the approach of critical ethnography to make a credible, critical inquiry into social, academic and educational phenomena which affect the psychological development, learning styles, motivation and academic achievement of African American students in general and specifically African American, adolescent males. Through their own voices, this group of adolescent, African American males told what the meaning of schooling was for them and how they interpreted everyday experiences related to schooling. More importantly, how they defined success and achievement in terms of schooling as it relates to life in general.
520 $a Five adolescent, African American males were selected through purposeful sampling to participate in the study. Data were analyzed in an interactive model through the theoretical framework of the human ecological development, against the research questions and goals of the study. Multiple data sources were used as well as constant comparative analysis to address threats against internal and external validity and reliability. The study made meaning of the two themes which emerged: those themes were in-school factors and self. The construct of self included four categories which were race, motivation, adolescent egocentrism and emotions. Constant comparative analysis was used to qualify the major themes, categories and subcategories. Major findings which emerged from the study included that the adolescents were disengaged from their schooling process and that in-school factors greatly impacted this disengagement. Also important was how early the sorting process for African American males begins and that this sorting generally results in resistance which fuels a cycle of negative interactions between the young males and the authoritarian power structure. Proscriptive rather than prescriptive messages relative to the condition of African American, adolescent males emerged from this study.
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