Ogbu Revisited: Unpacking High-Achieving African American Girls' High School Experiences

Autor/inn/en	Archer-Banks, Diane A. M.; Behar-Horenstein, Linda S.
Titel	Ogbu Revisited: Unpacking High-Achieving African American Girls' High School Experiences
Quelle	In: Urban Education, 47 (2012) 1, S.198-223 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085911427739
Schlagwörter	Caring; African American Students; Females; Focus Groups; Coping; Educational Experience; High Achievement; High School Students; Diaries; Interviews; School Policy; Role; Academic Achievement; Self Concept; Racial Identification; Racial Discrimination; Racial Differences; Equal Education + Suchen Sie Ihr Suchwort? Care; Pflege; Sorge; Betreuung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Bewältigung; Bildungserfahrung; High school; High schools; Oberschule; Diary; Tagebuch; Interviewing; Interviewtechnik; Schulpolitik; Rollen; Schulleistung; Selbstkonzept; Racial bias; Rassismus; Rassenunterschied
Abstract	How African American girls cope and excel amidst the discriminations and inequities they experience within U.S. educational systems has not been widely discussed in the body of research about African Americans' schooling experiences. In this study, the researchers examined the applicability of Ogbu's cultural-ecological theory to the self-described school experiences of eight high-achieving African American high school girls. Using an inductive analysis of interviews, focus groups, journal, and field notes, this article draws attention to the role that school policies and practices, caring adults play, and how the participants' negotiated academic and racial identities contributed to their academic success. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10