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Navigating high school: A study of ...

Jones, Makeba.

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Navigating high school: A study of Black students' schooling and social agency.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Navigating high school: A study of Black students' schooling and social agency./
Author:	Jones, Makeba.
Description:	273 p.
Notes:	Source: Dissertation Abstracts International, Volume: 61-11, Section: A, page: 4331.
Contained By:	Dissertation Abstracts International61-11A.
Subject:	Education, Secondary. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9993033
ISBN:	0493011897

Navigating high school: A study of Black students' schooling and social agency.
Jones, Makeba.

Navigating high school: A study of Black students' schooling and social agency. - 273 p.

Source: Dissertation Abstracts International, Volume: 61-11, Section: A, page: 4331.

Thesis (Ph.D.)--University of California, Los Angeles, 2000.

Many Americans think that life is what we make of it, that is, any individual can improve the conditions of his/her life. We often believe that success or failure in life is the result of individuals' ability, motivation, and behavior. However, individuals don't determine the course of their lives alone. School structures and cultures, for example, organize and define learning and instruction in ways that differentially impact students' achievement and future prospects, particularly African American students. Nevertheless, even though tracking structures in schools produce predictable achievement outcomes for African American students, students' actions and participation in school are not always predictable. Their lives inside and outside of school are part of a complicated relationship that informs their behavior in schools and classrooms. In order to understand African American students' lives inside and outside of school, I studied the complex interplay among school tracking structures, school cultures, and students' identity and actions in school. I conducted a qualitative case study of the ways in which track structures and cultural norms about ability, race, and merit shaped the schooling of 12 African American high school students. Moreover, I examined the ways in which these 12 students made sense of themselves, their lives, and their experiences in school. I used sociology of education, sociology of knowledge, feminist theory, and African American family and culture research to develop a theoretical framework that examined the interplay among structures, cultures (particularly social constructions of race, ability, and merit), identity, and action. Data shows that tracking and school cultures impacted students' participation in school and classrooms in unpredictable ways. Students' complex lives (e.g., family, peers, church, etc.) and identity mediated the impact of track placements and school and classroom cultures (i.e., norms about ability, race, and merit). In all cases, students participated in school in ways that are not easily explained by GPA, track placement, class or family background, and cultural constructions of ability, merit, and race. In some cases, students' identity and lives helped them find alternative ways to access upper track courses and information about college, and challenge cultural constructions of ability, merit, and race.

ISBN: 0493011897Subjects--Topical Terms:

539262
Education, Secondary.

Navigating high school: A study of Black students' schooling and social agency.
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500 $a Chair: Jeannie Oakes.
502 $a Thesis (Ph.D.)--University of California, Los Angeles, 2000.
520 $a Many Americans think that life is what we make of it, that is, any individual can improve the conditions of his/her life. We often believe that success or failure in life is the result of individuals' ability, motivation, and behavior. However, individuals don't determine the course of their lives alone. School structures and cultures, for example, organize and define learning and instruction in ways that differentially impact students' achievement and future prospects, particularly African American students. Nevertheless, even though tracking structures in schools produce predictable achievement outcomes for African American students, students' actions and participation in school are not always predictable. Their lives inside and outside of school are part of a complicated relationship that informs their behavior in schools and classrooms. In order to understand African American students' lives inside and outside of school, I studied the complex interplay among school tracking structures, school cultures, and students' identity and actions in school. I conducted a qualitative case study of the ways in which track structures and cultural norms about ability, race, and merit shaped the schooling of 12 African American high school students. Moreover, I examined the ways in which these 12 students made sense of themselves, their lives, and their experiences in school. I used sociology of education, sociology of knowledge, feminist theory, and African American family and culture research to develop a theoretical framework that examined the interplay among structures, cultures (particularly social constructions of race, ability, and merit), identity, and action. Data shows that tracking and school cultures impacted students' participation in school and classrooms in unpredictable ways. Students' complex lives (e.g., family, peers, church, etc.) and identity mediated the impact of track placements and school and classroom cultures (i.e., norms about ability, race, and merit). In all cases, students participated in school in ways that are not easily explained by GPA, track placement, class or family background, and cultural constructions of ability, merit, and race. In some cases, students' identity and lives helped them find alternative ways to access upper track courses and information about college, and challenge cultural constructions of ability, merit, and race.
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