東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

"The great balancing act": Identity ...

Wright, Brian L.

Linked to FindBook

Google Book

Amazon

博客來

"The great balancing act": Identity and academic achievement of successful African-American male adolescents in an urban pilot high school in the United States.

Record Type:	Electronic resources : Monograph/item
Title/Author:	"The great balancing act": Identity and academic achievement of successful African-American male adolescents in an urban pilot high school in the United States./
Author:	Wright, Brian L.
Description:	281 p.
Notes:	Source: Dissertation Abstracts International, Volume: 67-12, Section: A, page: 4505.
Contained By:	Dissertation Abstracts International67-12A.
Subject:	Black Studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3244624

"The great balancing act": Identity and academic achievement of successful African-American male adolescents in an urban pilot high school in the United States.
Wright, Brian L.

"The great balancing act": Identity and academic achievement of successful African-American male adolescents in an urban pilot high school in the United States. - 281 p.

Source: Dissertation Abstracts International, Volume: 67-12, Section: A, page: 4505.

Thesis (Ph.D.)--Tufts University, 2007.

The purpose of this study was to explore the relationship between racial-ethnic identity and high academic achievement of five young African-American men in 11th and 12th grade in an urban pilot high school in a predominantly Black neighborhood in the Northeast. Sociocultural theory, was chosen as the theoretical framework specifically to explore the young mens' cultural beliefs, attitudes, and practices, and how these manifest in the context of school (Cole, 1990, 1995; Rogoff, 2003; Vygotsky, 1978; Wertsch, 1985). Additionally, theories and models of identity (e.g., Sellers et al., 1998; Spencer, Harpalani, Fegley, Dell'Angelo, Seaton, 2002), were selected to examine racial-ethnic identity as a factor that can promote high academic achievement in young African-American males.Subjects--Topical Terms:

1017673
Black Studies.

"The great balancing act": Identity and academic achievement of successful African-American male adolescents in an urban pilot high school in the United States.
LDR:02975nmm 2200313 4500 001 1833810
005 20071114145357.5
008 130610s2007 eng d
035 $a (UMI)AAI3244624
035 $a AAI3244624
040 $a UMI $c UMI
100 1 $a Wright, Brian L. $3 1922493
245 1 0 $a "The great balancing act": Identity and academic achievement of successful African-American male adolescents in an urban pilot high school in the United States.
300 $a 281 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-12, Section: A, page: 4505.
500 $a Adviser: Calvin L. Gidney, III.
502 $a Thesis (Ph.D.)--Tufts University, 2007.
520 $a The purpose of this study was to explore the relationship between racial-ethnic identity and high academic achievement of five young African-American men in 11th and 12th grade in an urban pilot high school in a predominantly Black neighborhood in the Northeast. Sociocultural theory, was chosen as the theoretical framework specifically to explore the young mens' cultural beliefs, attitudes, and practices, and how these manifest in the context of school (Cole, 1990, 1995; Rogoff, 2003; Vygotsky, 1978; Wertsch, 1985). Additionally, theories and models of identity (e.g., Sellers et al., 1998; Spencer, Harpalani, Fegley, Dell'Angelo, Seaton, 2002), were selected to examine racial-ethnic identity as a factor that can promote high academic achievement in young African-American males.
520 $a Using a qualitative multiple case study design approach, and an analytical framework built on the concepts of 'claiming' and 'assertiveness', the study explored such personal factors as the participants' attitudes toward school, their beliefs about getting a "good" education, and the practices they employed to achieve academically. Fundamental to their attitudes, beliefs and practices is the concept of a healthy racial-ethnic identity, defined in the study as the individual's ability to claim school discourse, (i.e., school practices), while at the same time achieving a positive racial-ethnic identity.
520 $a Using data gathered through observations, field notes, individual and group interviews, senior portfolio data, and questionnaires, I worked collaboratively with each participant to construct in-depth case stories that provide intimate descriptive backgrounds on each young man. In summary, the findings revealed the usefulness of sociocultural theory, identity theory, and Positive Youth Development in the development of relevant assumptions concerning the ways these adolescents employ strategies of 'assertiveness' in order to 'claim' school success.
590 $a School code: 0234.
650 4 $a Black Studies. $3 1017673
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Secondary. $3 539262
650 4 $a Psychology, Developmental. $3 1017557
690 $a 0325
690 $a 0525
690 $a 0533
690 $a 0620
710 2 0 $a Tufts University. $3 1017847
773 0 $t Dissertation Abstracts International $g 67-12A.
790 1 0 $a Gidney, Calvin L., III, $e advisor
790 $a 0234
791 $a Ph.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3244624