Black High School Students' Critical Racial Awareness, School-Based Racial Socialization, and Academic Resilience

Autor/in	Graves, Daren
Titel	Black High School Students' Critical Racial Awareness, School-Based Racial Socialization, and Academic Resilience
Quelle	In: Berkeley Review of Education, 5 (2014) 1, S.5-32 (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-5578
Schlagwörter	African American Students; High School Students; Student Attitudes; Racial Differences; Racial Identification; Socialization; School Attitudes; School Culture; Psychology; Resilience (Psychology); Critical Theory; Race; Ethnicity; Grade 10; Interviews; Coding; Self Concept; Risk; Stress Variables + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; High school; High schools; Oberschule; Schülerverhalten; Rassenunterschied; Socialisation; Sozialisation; Schulkultur; Schulleben; Psychologie; Kritische Theorie; Rasse; Abstammung; Ethnizität; Interviewing; Interviewtechnik; Codierung; Programmierung; Selbstkonzept; Risiko
Abstract	This research focuses on how Black high school students' perceptions of their school-based racial socialization and their racial identities impact their attitudes and dispositions toward school. The author examined the intersection of racial identity and school culture by examining how Black students describe their context-based racial identity and the racialized aspects of their schools' cultures. The purpose of this research is to help educators who work with Black students understand how to apply a developmental psychology framework that foregrounds the importance of ecology and phenomenology and can be used to leverage the relationship between strong racial identity and academic resilience. PVEST (Spencer, 1997; 2001) provides a psychological framework for educators to both assess the differential identity formation processes of their students and how they can help students navigate the identity formation process. (As Provided).
Anmerkungen	Berkeley Graduate School of Education, University of California, 5648 Tolman Hall, Berkeley, CA 94702. Tel: 510-328-3701; e-mail: bre_editor@berkeley.edu; Web site: http://www.berkeleyreviewofeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01