"I Have to Be Three Steps Ahead": Academically Gifted African American Male Students in an Urban High School on the Tension between an Ethnic and Academic Identity

Autor/inn/en	Graham, Anthony; Anderson, Kenneth A.
Titel	"I Have to Be Three Steps Ahead": Academically Gifted African American Male Students in an Urban High School on the Tension between an Ethnic and Academic Identity
Quelle	In: Urban Review: Issues and Ideas in Public Education, 40 (2008) 5, S.472-499 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-008-0088-8
Schlagwörter	African American Students; Investigations; Academically Gifted; Self Concept; Educational Attainment; Social Networks; Urban Schools; Males; Case Studies + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Untersuchung; Selbstkonzept; Bildungsabschluss; Bildungsgut; Social network; Soziales Netzwerk; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Male; Männliches Geschlecht; Case study; Fallstudie; Case Study
Abstract	This case study investigation of three Academically Gifted African American male high school seniors in a predominantly African American urban high school examines the interplay between their ethnic and academic identity. Using an embedded micro-ethnographic approach, we explore the extent to which these students value educational attainment, the extent to which they connect with their ethnicity, and those "significant others" who inhibit or dissuade the development of their ethnic and/or academic identity. Consistent with the conclusions of more recent educational literature, findings indicate participants in this investigation value the purpose and intent of schooling and the mobility associated with it, express "Blackness" is an essential component of their academic achievement and overall self concept, and credit people within their immediate social network for opening their eyes to social injustices within the world at an early age. Implications for research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10