Problematizing the Discourse: A Quantitative Analysis of African American High School Students' Academic Aspirations and Motivation to Excel

Autor/inn/en	Cooper, Robert; Davis, Jonathan C. W.
Titel	Problematizing the Discourse: A Quantitative Analysis of African American High School Students' Academic Aspirations and Motivation to Excel
Quelle	In: Journal of Negro Education, 84 (2015) 3, S.311-332 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
DOI	10.7709/jnegroeducation.84.3.0311
Schlagwörter	African American Students; High School Students; Academic Aspiration; Student Motivation; Academic Achievement; Achievement Gap; Urban Youth; Urban Schools; Low Achievement; High Schools; Neoliberalism; School Effectiveness; Predictor Variables; California + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; High school; High schools; Oberschule; Schulische Motivation; Schulleistung; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; School; Schools; Schule; Unterdurchschnittliche Leistung; Neo-liberalism; Neoliberalismus; Schuleffizienz; Prädiktor; Kalifornien
Abstract	Using data from a multi-year study of eleven low-performing high schools, Cooper and Davis examine the academic aspirations and motivations of urban African American high school students in California. Situating their discussion within the context of neoliberalism and its manifestation in urban school reform and community cohesion, the authors highlight the ways in which inequitable school reform policies exacerbate existing disparities in success. The authors challenge deficit-oriented perspectives often employed to blame students and families for the well-cited, yet poorly addressed academic achievement gap. Cooper and Davis demonstrate that urban African American high school students are motivated to excel and aspire for excellence and note that families and peer networks play an important role in such dispositions. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01