"It'll Never Be the White Kids, It'll Always Be Us": Black High School Students' Evolving Critical Analysis of Racial Discrimination and Inequity in Schools

Autor/inn/en	Hope, Elan C.; Skoog, Alexandra B.; Jagers, Robert J.
Titel	"It'll Never Be the White Kids, It'll Always Be Us": Black High School Students' Evolving Critical Analysis of Racial Discrimination and Inequity in Schools
Quelle	In: Journal of Adolescent Research, 30 (2015) 1, S.83-112 (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0743-5584
DOI	10.1177/0743558414550688
Schlagwörter	African American Students; High School Students; Action Research; Racial Discrimination; Equal Education; Semi Structured Interviews; Ethnic Stereotypes; Teacher Behavior; Educational Environment; Curriculum; Culturally Relevant Education; Student Experience; Parent Role; Community; Socialization; Coding; Statistical Analysis; Peer Influence; Discipline; Ideology; Neighborhoods; Trust (Psychology); Grade 9; Grade 10; Grade 11; Grade 12; Michigan + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; High school; High schools; Oberschule; Projektforschung; Racial bias; Rassismus; National stereotype; Nationales Stereotyp; Teacher behaviour; Lehrerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Curricula; Lehrplan; Rahmenplan; Studienerfahrung; Parental role; Elternrolle; Socialisation; Sozialisation; Codierung; Programmierung; Statistische Analyse; Disziplin; Ideologie; Neighbourhoods; Nachbarschaft; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12
Abstract	We examine how Black high school students, participants in a Youth Participatory Action Research (YPAR) program, understand issues of racial discrimination and inequality in their schools. Through semi-structured individual interviews conducted early in the program, eight students (six boys and two girls) recount experiences of racial stereotyping, discrimination from teachers and staff, lack of institutional support for a positive racial climate, and lack of racial diversity in curricular offerings. Further, through evolving critical analysis supported by the YPAR experience, these students describe rationale for and implications of such negative race-based educational experiences. Findings reveal how Black adolescents interpret the racial discrimination and inequality they experience in school and the implications of parental and community socialization on the development of a critical understanding of race-based social inequalities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10