'Push through Everything': Using Phenomenological Inquiry to Investigate How Black Males' Socioecology and Identities Promote Perseverance in the U. S. Public Education System

Autor/inn/en	Henderson, Dawn X.; Baxter, Samuel; Gordon-Littréan, Berdine; Bingham Flemmings, Jacqueline; Edwards, Christen
Titel	'Push through Everything': Using Phenomenological Inquiry to Investigate How Black Males' Socioecology and Identities Promote Perseverance in the U. S. Public Education System
Quelle	In: Race, Ethnicity and Education, 26 (2023) 5, S.602-622 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Henderson, Dawn X.) ORCID (Baxter, Samuel) ORCID (Gordon-Littréan, Berdine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2020.1798383
Schlagwörter	African American Students; Males; Self Concept; Academic Persistence; Undergraduate Students; Blacks; Academic Aspiration; Public Education; Student School Relationship; Student Diversity; Student Attitudes; Elementary Secondary Education; Student Experience; Socialization; Racial Identification; Student Characteristics; Interpersonal Relationship; Family Influence; Peer Influence; Adults; Influences; Cultural Influences + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Selbstkonzept; Black person; Schwarzer; Öffentliche Erziehung; Schüler-Lehrer-Beziehung; Schülerverhalten; Studienerfahrung; Socialisation; Sozialisation; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Influence; Einfluss; Einflussfaktor; Cultural influence; Kultureinfluss
Abstract	Black males in the United States' public education system must navigate and persevere in a system where norms, practices, and policies remain embedded in ideals of whiteness. Black males may, consequently, activate identities that promote a positive sense of self while encountering unfair treatment, lower expectations, and exclusion in public schools. This study applied phenomenological inquiry to identify how the socioecology of a sample of five undergraduate males who self-identified as Black, African American, and Sudanese supported their perseverance and college aspirations in the public education system. More specifically, the authors aimed to investigate characteristics of their socioecology that were essential in building those identities that reinforced pride, strength, and aspirations toward college. Findings reveal intersectional identities emerged through positive and strong relational structures and socialization and provide insight into strengthening the cultural ethos of Black males from at-risk for academic failure to at-promise for college. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01