How African American, Middle Class Parents Learn and Enact a Racism Resistant Critical Race Achievement Ideology in Their Adolescents in Gifted and AP Classes

Autor/in	Fisher, Tracey Simmons
Titel	How African American, Middle Class Parents Learn and Enact a Racism Resistant Critical Race Achievement Ideology in Their Adolescents in Gifted and AP Classes
Quelle	(2015), (260 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Dissertation; African Americans; Males; Middle Class; Parent Role; Qualitative Research; Academic Achievement; Ideology; Racial Bias; Adolescents; Academically Gifted; Advanced Placement; Resilience (Psychology); Semi Structured Interviews; High School Students; Educational Attainment; Family Income + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Afroamerikaner; Male; Männliches Geschlecht; Mittelschicht; Parental role; Elternrolle; Qualitative Forschung; Schulleistung; Ideologie; Racial discrimination; Rassismus; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Bildungsabschluss; Bildungsgut; Familieneinkommen
Abstract	The purpose of this qualitative study was to examine African American, middle class parents' facilitation of an academic achievement ideology that is racism-resistant in their adolescent offspring in AP and Gifted Education classrooms. Three research questions guided the study: (1) how do African American, middle class parents come to acquire or learn an achievement ideology that is resistant to racism? (2) how do African American, middle class parents of adolescents enact an achievement ideology with them that resists racism? (3) what are the consequences or results of African American, middle class parents enacting an achievement ideology with their adolescents that is resistant to racism? The method used to gather data in this qualitative study was the person-to-person, semi-structured interview. A modified version of the Seidman (2013) interview method captured rich, narrative data. A stratified purposeful sample of potential parent participants was accessed at one southeastern high school. Potential parent participants were identified through their African American adolescent children who had earned above average grades, were in AP and gifted classes, and earned high AP national test scores. Participation was voluntary. Additional screening criteria were the parents' college experience and income level. Major themes are: (a) understand that education impacts life quality (b) expect to work twice as hard to get half as far as Whites (c) use available resources to support learning (d) engage in high expectation conversations at home (e) network to enhance educational, racial and social class experiences. Conclusions are that the African American parents in this study intentionally pass on racially and culturally relevant knowledge to their adolescents about academic achievement resisting racism and compel them to be in, excel in, and understand the benefits of, AP and gifted. The parents in this study also reported that their adolescents developed friendships across racial lines in AP and gifted which is a consequence of enacting a racism resistant achievement ideology that includes enhancing their adolescents' social class connections. Appended are: (1) IRB Approval; (2) Online Screening Questionnaire; (3) Interview Guide I; (4) Interview Guide II; (5) Research Participation Recruitment Letter of Interest; (6) Sample Memo 1/Audit Trail; (7) Sample Memo 2; and (8) Transcript Excerpt/Theme Coding. [This document is a dissertation submitted to the Graduate Faculty of the University of Georgia, in partial fulfillment of the requirement for the degree Doctor of Philosophy.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01