Standing Outside on the Inside
Black Adolescents and the Construction of Academic Identity
Published on 20. March 1997
Book
Paperback/Softback
144 pages
978-0-7914-3342-3 (ISBN)
Description
the result of a longitudinal study of academic achievement and pre-college enrichment for disadvantaged Black adolescents, offers fresh insights on barriers which continue to impede the academic progress of those students.
At a time when increased emphasis is placed on pre-college preparation of disadvantaged students, the number of African American students entering colleges and universities continues to decline and the achievement gaps between these students and their White peers persist. While many enrichment programs report impressive gains, little research on these programs contains the perspective of the Black students. This book presents the results of a longitudinal study of academic achievement and pre-college enrichment of disadvantaged African American adolescents in two inner-city high schools.
Through its presentation and analysis of the students' perceptions of pre-college enrichment seen in relation to their definitions of scholarship and the discussion of findings related to parent and teacher involvement, this book provides fresh perspectives on the school experiences of Black adolescents and offers important insights for those involved in both the development and evaluation of enrichment programs.
At a time when increased emphasis is placed on pre-college preparation of disadvantaged students, the number of African American students entering colleges and universities continues to decline and the achievement gaps between these students and their White peers persist. While many enrichment programs report impressive gains, little research on these programs contains the perspective of the Black students. This book presents the results of a longitudinal study of academic achievement and pre-college enrichment of disadvantaged African American adolescents in two inner-city high schools.
Through its presentation and analysis of the students' perceptions of pre-college enrichment seen in relation to their definitions of scholarship and the discussion of findings related to parent and teacher involvement, this book provides fresh perspectives on the school experiences of Black adolescents and offers important insights for those involved in both the development and evaluation of enrichment programs.
More details
Language
English
Place of publication
Albany, NY
United States
Target group
Professional and scholarly
US School Grade: College Graduate Student and over
Product notice
Paperback (trade)
Dimensions
Height: 226 mm
Width: 149 mm
Thickness: 10 mm
Weight
191 gr
ISBN-13
978-0-7914-3342-3 (9780791433423)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
At the University of Tennessee-Knoxville, Olga M. Welch is Professor of Rehabilitation, Deafness and Human Services and Carolyn R. Hodges is Professor of German and Slavic Languages and Chair of the Comparative Literature Program.
Content
Acknowledgments
Introduction
1. Education and Equal Opportunity: The Failed Promise
2. Precollege Enrichment for African American Adolescents and the Construction of Achievement Identities: Is There a Relationship?
3. The Lana Turner Syndrome: A Reassessment of African American Achievement and the Dream Deferred
4. Diffusing the Rumors of Inferiority: Creating a Climate of Excellence for Inner-City, College-Bound Students
5. Equal Access to Excellence: Shifting the Center and Reconstructing Knowledge
References
Index
Introduction
1. Education and Equal Opportunity: The Failed Promise
2. Precollege Enrichment for African American Adolescents and the Construction of Achievement Identities: Is There a Relationship?
3. The Lana Turner Syndrome: A Reassessment of African American Achievement and the Dream Deferred
4. Diffusing the Rumors of Inferiority: Creating a Climate of Excellence for Inner-City, College-Bound Students
5. Equal Access to Excellence: Shifting the Center and Reconstructing Knowledge
References
Index