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Being smart, being black: African-A...

Santelises, Sonja Brookins.

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Being smart, being black: African-American high achievers in the context of high school.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Being smart, being black: African-American high achievers in the context of high school./
作者:	Santelises, Sonja Brookins.
面頁冊數:	298 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1730.
Contained By:	Dissertation Abstracts International65-05A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3134501
ISBN:	0496817286

Being smart, being black: African-American high achievers in the context of high school.
Santelises, Sonja Brookins.

Being smart, being black: African-American high achievers in the context of high school. - 298 p.

Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1730.

Thesis (Ed.D.)--Harvard University, 2004.

Even in the years following court mandated school desegregation, African American students remain most severely underrepresented among the highest levels of academic performance (College Board, 1999). Furthermore, many researchers represent those students who do achieve at high levels as conflicted individuals who face isolation from their African American peers and who must subvert their African American cultural identity to achieve academic success (Fordham, 1988, 1996). This dissertation examines how school context influences the racial and academic identity development of African American high achievers. In particular, this study considers whether the conflict between academic success and racial identity is endemic to the experience of Black achievers and how schools shape this relationship between race and success in the lives of students.

ISBN: 0496817286Subjects--Topical Terms:

626654
Education, Sociology of.

Being smart, being black: African-American high achievers in the context of high school.
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520 $a Even in the years following court mandated school desegregation, African American students remain most severely underrepresented among the highest levels of academic performance (College Board, 1999). Furthermore, many researchers represent those students who do achieve at high levels as conflicted individuals who face isolation from their African American peers and who must subvert their African American cultural identity to achieve academic success (Fordham, 1988, 1996). This dissertation examines how school context influences the racial and academic identity development of African American high achievers. In particular, this study considers whether the conflict between academic success and racial identity is endemic to the experience of Black achievers and how schools shape this relationship between race and success in the lives of students.
520 $a This qualitative study examines the experiences of high achieving African American students in two majority African American high schools that send a majority of graduates to four-year colleges and universities. Using ethnographic methods, the study further analyzes the different aspects of school context that influence these students' experiences. The findings point to how a critical mass of high achieving African American students counters the claim of an oppositional identity among African American peer groups. The study also illustrates how schools that provide quality instruction, rigorous curriculum and high expectations for African American students yield a school culture that challenges the notion that academic success is "acting white".
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