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An ethnographic examination of the "...

Washington University in St. Louis.

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An ethnographic examination of the "invisible presence" of Black girls in a suburban elementary school.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	An ethnographic examination of the "invisible presence" of Black girls in a suburban elementary school./
作者:	O'Garro Joseph, Glynis.
面頁冊數:	180 p.
附註:	Adviser: Garrett Albert Duncan.
Contained By:	Dissertation Abstracts International68-06A.
標題:	Black Studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3268066
ISBN:	9780549071990

An ethnographic examination of the "invisible presence" of Black girls in a suburban elementary school.
O'Garro Joseph, Glynis.

An ethnographic examination of the "invisible presence" of Black girls in a suburban elementary school. - 180 p.

Adviser: Garrett Albert Duncan.

Thesis (Ph.D.)--Washington University in St. Louis, 2007.

The purpose of this study is to gain insight on how black girls in elementary school make meaning of their academic and social experiences. Cultural ecological theory guides this study and explains how minority groups respond to system and community factors. Also, it provides insights into how the responses of minority students enable or constrain success at school. This theoretical perspective considers issues such as cultural differences, enduring qualities, folk theories of success and how they affect students' response to community and system influences.

ISBN: 9780549071990Subjects--Topical Terms:

1017673
Black Studies.

An ethnographic examination of the "invisible presence" of Black girls in a suburban elementary school.
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245 1 3 $a An ethnographic examination of the "invisible presence" of Black girls in a suburban elementary school.
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520 $a The purpose of this study is to gain insight on how black girls in elementary school make meaning of their academic and social experiences. Cultural ecological theory guides this study and explains how minority groups respond to system and community factors. Also, it provides insights into how the responses of minority students enable or constrain success at school. This theoretical perspective considers issues such as cultural differences, enduring qualities, folk theories of success and how they affect students' response to community and system influences.
520 $a Ethnographic participant observation is used to explore participants' individual subjectivities and intersubjectivities. This approach examines the range of discursive positions to which individuals have access to make meanings and decisions in their academic lives and how these positions inform and are informed by those of others in the educational setting. Data were obtained mainly through participant observation at a suburban elementary school in a Midwestern U.S. metropolitan area. Data were also elicited from individual and group interviews, official documents, and statistics. Carspecken's (1996) five-stage model of reconstructive analysis informs the analysis of data in this work.
520 $a The findings illustrate how four major themes play out in the school life of the research participants. Themes are: rules and conventions; communalism; culture and/or language suppression, and teacher expectations. The data indicate that participants mediate their school experiences through cultural lenses shaped by various interactions in their home and community. Through these interactions they formulate beliefs about school and its importance in their lives. They tacitly learn that certain aspects of their culture are not allowed at school and only the portions deemed appropriate by school staff are emphasized and included. The girls respond to their schooling in particular ways. For instance, they maintain a system of familial relationships with other girls from various grade levels throughout their school environment. These relationships, constituted by play mommas, play daughters, and play sons, place the girls within a school-wide community of care and provide them with protection, role models, encouragement, and academic support. In addition, they employ strategies at school to resist culture and language suppression. These include "playing the dozens" and appealing to sanctioned school authorities to make visible their "invisible presence," that is, to maintain their rich and multifaceted academic and social identities as black girls, in and on their own terms.
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