Contextualizing Black Boys' Use of a Street Identity in High School

Autor/inn/en	Payne, Yasser Arafat; Starks, Brian Chad; Gibson, LaMar Rashad
Titel	Contextualizing Black Boys' Use of a Street Identity in High School
Quelle	In: New Directions for Youth Development, (2009) 123, S.35-51 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-8916
Schlagwörter	Action Research; Negative Attitudes; Adolescents; Educational Experience; Identification (Psychology); High School Students; African Americans; Males; Personality Traits; Interviews; Surveys; Urban Areas; Student Experience; Teacher Student Relationship; Education Work Relationship; Attitude Measures; Student Attitudes; Socialization; Coping; Educational Environment; New Jersey; New York + Suchen Sie Ihr Suchwort? Projektforschung; Negative Fixierung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Bildungserfahrung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Afroamerikaner; Male; Männliches Geschlecht; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Interviewing; Interviewtechnik; Survey; Umfrage; Befragung; Urban area; Stadtregion; Studienerfahrung; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülerverhalten; Socialisation; Sozialisation; Bewältigung; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	This participatory action research project worked with four street-life-oriented black men to document how a community sample of street-life-oriented black adolescents between the ages of sixteen and nineteen frame street life as a site of resiliency inside schools based on 156 surveys, 10 individual interviews, and 1 group interview. Data collection took place primarily in Paterson, New Jersey, and Harlem, New York City. Findings reveal that the adolescents overall hold negative attitudes about their educational experiences within two dominant themes: student-teacher interactions and preparation for economic and educational opportunities. Results can be used to understand how the adolescents' street identities are adaptive inside schools. (Contains 1 table and 20 notes.) (As Provided).
Anmerkungen	Jossey-Bass. Available from John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10