Partnering with a Higher Power: Academic Engagement, Religiosity, and Spirituality of African American Urban Youth

Autor/in	Holland, Nicole E.
Titel	Partnering with a Higher Power: Academic Engagement, Religiosity, and Spirituality of African American Urban Youth
Quelle	In: Education and Urban Society, 48 (2016) 4, S.299-323 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124514530153
Schlagwörter	African Americans; College Students; Public Schools; High Schools; Religion; Religious Factors; Beliefs; Academic Aspiration; Learner Engagement; Academic Achievement; Church Role; Context Effect; Social Cognition; Social Capital; Student Adjustment; High School Graduates; Interviews; Student Motivation; Social Support Groups + Suchen Sie Ihr Suchwort? Afroamerikaner; Collegestudent; Public school; Öffentliche Schule; High school; Oberschule; Belief; Glaube; Schulleistung; Kirchenbild; Soziale Kognition; Sozialkapital; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; High schools; Graduate; Graduates; Absolvent; Absolventin; Interviewing; Interviewtechnik; Schulische Motivation; Social support; Soziale Unterstützung
Abstract	Engagement in and transitions between academic institutions may be enhanced for African American urban youth if we consider the role of religiosity, spirituality, and places of worship. This article presents the manner by which African American university students, who attended public high schools, conveyed the influence of their religious and spiritual beliefs on their academic aspirations, engagement, and achievement. Further, these students described how their connections to and support from places of worship assisted them in their educational endeavors. The data from this study, in conjunction with previous research, demonstrate the importance of knowing students' social and contextual support for academic endeavors beyond the family and school. This type of information has the potential to assist school personnel in knowing, advising, and supporting students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01