In Spite of Racism, Inequality, and School Failure: Defining Hope with Achieving Black Children

Autor/in	Ani, Amanishakete
Titel	In Spite of Racism, Inequality, and School Failure: Defining Hope with Achieving Black Children
Quelle	In: Journal of Negro Education, 82 (2013) 4, S.408-421 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
DOI	10.7709/jnegroeducation.82.4.0408
Schlagwörter	Race; Academic Failure; Goal Orientation; Youth; Psychological Patterns; African American Community; High Achievement; Grade 6; Grade 7; Grade 8; African American Students; Student Attitudes; Junior High School Students; Ethnic Groups; Racial Identification; Ohio (Cleveland) + Suchen Sie Ihr Suchwort? Rasse; Abstammung; Zielorientierung; Zielvorstellung; Jugend; Jugendlicher; Jugendalter; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Schülerverhalten; Junior High Schools; Sekundarstufe I; Ethnie
Abstract	Original narratives from six high-achieving African American junior high school students discussing their goal-setting and goal-pursuit processes in light of being Black youth in America are presented. The study purpose was to begin the work of identifying the substance of productive behaviors among the most frequently noted population of contemporary school underachievers in order to develop an accurate hope theory for them, which the author calls African hope theory. Common threads among the participants indicate focus on racial/ethnic identity and values that lead to functional behavior. To the contrary, extant hope literature finds importance in specific goal-setting and cognitive road-mapping (planning) for achievement. The combination of productive action within a self-cultural frame is theorized to be hopefulness within the Black community. (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