"Expressive Cool" and the Paradox of Black and White Males' Neighborhood Socialization toward Education

Autor/in	Johnson, Odis, Jr.
Titel	"Expressive Cool" and the Paradox of Black and White Males' Neighborhood Socialization toward Education
Quelle	In: Youth & Society, 50 (2018) 3, S.299-327 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0044-118X
DOI	10.1177/0044118X15581170
Schlagwörter	African Americans; Whites; Males; Socialization; Neighborhoods; Social Attitudes; Education; Racial Differences; Cultural Influences; Academic Achievement; Adolescents; Social Influences; Ideology; Grade Point Average; Code Switching (Language); Masculinity; Adults; Unemployment; College Graduates; Family Structure; Grade 11; High School Students; Hierarchical Linear Modeling; Maryland + Suchen Sie Ihr Suchwort? Afroamerikaner; White; Weißer; Male; Männliches Geschlecht; Socialisation; Sozialisation; Neighbourhoods; Nachbarschaft; Social attidude; Soziale Einstellung; Bildung; Erziehung; Rassenunterschied; Cultural influence; Kultureinfluss; Schulleistung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sozialer Einfluss; Ideologie; Männlichkeit; Arbeitslosigkeit; Hochschulabsolvent; Hochschulabsolventin; Familienkonstellation; Familiensystem; School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	This study explores how linkages between adolescents' educational attitudes and achievement vary according to race, expressive culture, and neighborhood collective socialization qualities. Specifically, the study examines (a) racial differences in how males' educational attitudes relate to their academic performance (i.e., "attitude-achievement paradox"); (b) how the attitude-achievement paradox varies according to Black and White males' expressive culture; and (c) the relation of collective socialization to racial differences in expressive cool, educational attitudes, and behavior. Using Maryland Adolescent Development in Context Study (MADICS) data, I find that an attitude-achievement paradox among African Americans disappears when neighborhood collective socialization is considered; that expressive cool seems to have a stronger connection to adolescents' achievement ideology rejection, and very little to their grade point average (GPA); and that neighborhood collective socialization decisively accounts for racial gaps in GPA. The concluding discussion considers why African Americans' adherence to achievement ideologies fails to shield their GPAs from neighborhood socialization risks to the extent it does so for White males. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01