Toward a Black Habitus: African Americans Navigating Systemic Inequalities within Home, School, and Community

Autor/inn/en	Lofton, Richard; Davis, James Earl
Titel	Toward a Black Habitus: African Americans Navigating Systemic Inequalities within Home, School, and Community
Quelle	In: Journal of Negro Education, 84 (2015) 3, S.214-230 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
DOI	10.7709/jnegroeducation.84.3.0214
Schlagwörter	African American Students; Parents; African Americans; Racial Bias; Social Bias; Cultural Awareness; Poverty; Middle School Students; Racial Composition; Whites; Racial Differences; Neighborhoods; Experience; Track System (Education); At Risk Students; Culturally Relevant Education; African American History; Principals; School Counselors; Clergy; Community Leaders; Attitudes + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Eltern; Racial discrimination; Rassismus; Cultural identity; Kulturelle Identität; Armut; Middle school; Middle schools; Mittelschule; Mittelstufenschule; White; Weißer; Rassenunterschied; Neighbourhoods; Nachbarschaft; Erfahrung; Leistungsgruppe; Leistungsdifferenzierung; Principal; Schulleiter; School counselor; Beratungslehrer; Pädagogischer Berater; Klerus; Community leadership; Gemeindeleitung; Attitude; Einstellung; Verhalten
Abstract	This article explores the Black habitus of African American students and parents by revealing systemic inequalities in their home, school, and community, as well as illuminating the agency and cultural knowledge in their community. Using ethnographic case study data from 38 African American students and 26 parents who lived in a poor Black neighborhood and attended a predominantly White middle school, the researchers contend that out-of-school time provided context for distinct struggles and experiences that heavily influenced the students' educational experiences. The negative perceptions of their neighborhood and intergenerational tracking were implicated in an unequal distribution of knowledge, resources, and opportunities in the students' homes and community. Moreover, the agency and cultural knowledge of African Americans were unacknowledged, thereby contributing to systemic inequalities. (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