Black Student School Success: An Ethnographic Study in a Large Urban Public School System. A Preliminary Report Submitted to the Spencer Foundation.

Autor/in	Fordham, Signithia
Titel	Black Student School Success: An Ethnographic Study in a Large Urban Public School System. A Preliminary Report Submitted to the Spencer Foundation.
Quelle	(1986), (84 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Adolescents; Black Community; Blacks; Ethnicity; Group Dynamics; High School Students; High Schools; Racial Attitudes; Social Mobility; Social Structure; Urban Schools; District of Columbia + Suchen Sie Ihr Suchwort? Schulleistung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Black person; Schwarzer; Ethnizität; Gruppendynamik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Rassenfrage; Soziale Mobilität; Sozialstruktur; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This preliminary report examines the complex relationship between black adolescents' school performance and black Americans' intragroup social organization, as well as the intrusive influence of the larger social structure. It is based on a two-year ethnographic study of high school students in a black section of Washington, D.C. Emphasis is on the intragroup response--fictive kinship--and its impact on school achievement among black adolescents. The study examines the relationship between school performance and the students' unarticulated valuation of the fictive kinship system extant in the school context. The study also describes how and why some black adolescents are successful in school, and offers ethnographic evidence showing why the majority of the students at the school are unsuccessful on school measures of success. Preliminary findings indicate: (1) the importance and effect of the fictive kinship system on black adolescents' school performance and (2) the potentially powerful counterbalancing influence of the instructional and organizational supports in the school context on students' academic achievement. While fictive kinship and other indigenous cultural responses make academic achievement more difficult, the mere existence of these responses does not necessarily result in school failure. An extensive list of references is appended. (LHW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC