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Elite private schools and the Africa...

Crenshaw, Kwanza Mikki.

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Elite private schools and the African American experience.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Elite private schools and the African American experience./
作者:	Crenshaw, Kwanza Mikki.
面頁冊數:	157 p.
附註:	Adviser: Ellen B. Goldring.
Contained By:	Dissertation Abstracts International68-04A.
標題:	Black Studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3263826
ISBN:	9780549004318

Elite private schools and the African American experience.
Crenshaw, Kwanza Mikki.

Elite private schools and the African American experience. - 157 p.

Adviser: Ellen B. Goldring.

Thesis (Ed.D.)--Peabody College for Teachers of Vanderbilt University, 2007.

Much of the research on African American students focuses on those who are considered at risk, with little attention focused on the challenges faced by students who are high achievers. This study examined the experiences of six African American male high school students at an elite, predominately White private school.

ISBN: 9780549004318Subjects--Topical Terms:

1017673
Black Studies.

Elite private schools and the African American experience.
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245 1 0 $a Elite private schools and the African American experience.
300 $a 157 p.
500 $a Adviser: Ellen B. Goldring.
500 $a Source: Dissertation Abstracts International, Volume: 68-04, Section: A, page: 1240.
502 $a Thesis (Ed.D.)--Peabody College for Teachers of Vanderbilt University, 2007.
520 $a Much of the research on African American students focuses on those who are considered at risk, with little attention focused on the challenges faced by students who are high achievers. This study examined the experiences of six African American male high school students at an elite, predominately White private school.
520 $a The primary research question guiding this study was: How do academic and social influences at a highly selective, elite private high school affect the academic and social integration of high achieving African American students? Of primary concern was the influence of demographic or background variables, students' psychological sense of school membership, and racial and cultural factors such as feelings of discrimination and racial identity development on the academic and social integration of study participants.
520 $a Qualitative data were collected for this study. Because the qualitative methods require face-to-face interaction between the researcher and respondents, interviews were conducted. Each participant was interviewed in the fall of 2005. On average, each interview lasted between 1 to 11/2 hours. The interview questions were designed to explore participants' experiences at an elite private school.
520 $a The qualitative analysis revealed distinct differences in the academic and social experiences of participants integrated into the African American and general campus communities. For instance, those students who were integrated into the African American campus community frequently indicated greater interaction with Black students as well as participation in both academic and social programs geared specifically to the Black community. On the other hand, students integrated into the general campus community often reported participation in activities and organizations geared toward all students, while those not integrated participated in few if any African American or general campus programs or activities.
520 $a According to the findings of this study, in order for African Americans attending elite private schools to have positive experiences these highly selective schools need to provide support both inside and outside of the classroom. When implementing minority affairs programs elite private schools should consider employing African American faculty and staff to mentor and support students as they attempt to navigate the social and academic networks of elite private schools.
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