Coming from Where We're From: The Stories and Experiences of African American Students in Predominantly White High Schools-Reference-Cited by-同舟云学术

Coming from Where We're From: The Stories and Experiences of African American Students in Predominantly White High Schools

Published:2020 Issue:2 Volume:49 Page:
ISSN:1553-541X
Container-title:VUE (Voices in Urban Education)
language:en
Short-container-title:

Author:

Cameron R. Kelly Cameron¹,McCall Renee²

Affiliation:

1. Massachusetts Institute of Technology

2. Boston Public Schools

Abstract

This research is presented in a narrative form that captures authentic student voices and experiences of African American students, who have faced the complexity of adjusting to and navigating through unfamiliar terrain while simultaneously building nuanced relationships—peer-to-peer and student-to-teacher—across racial, cultural, and ethnic boundaries. It notes that the social and academic experiences, opportunities, and outcomes for suburban White students, as compared to their urban African American peers vary significantly.

Publisher

New York University

Reference57 articles.

1. Angrist, J. D., & Lang, K. (2004). Does school integration generate peer effects? Evidence from Boston's METCO program. American Economic Review, 94, 1613-1634. doi:10.1257/0002828043052169

2. Boykin, A. W. (1986). The triple quandary and the schooling of Afro-American children. In U. Neisser (Ed.), The school achievement of minority children: New perspectives (pp. 57-92). London, England: Routledge.

3. Browaeys, M. J., & Price, R. (2015). Understanding cross-cultural management (3rd ed.). Essex, England: Pearson Education.

4. Brown-Jeffy, S., & Cooper, J. E. (2011). Toward a conceptual framework of culturally relevant pedagogy: An overview of the conceptual and theoretical literature. Teacher Education Quarterly, 38(1), 65-84. Retrieved from http://www.teqjournal.org/

5. Callary, B., Rathwell, S., & Young, B. W. (2015). Insights on the process of using interpretive phenomenological analysis in a sport coaching research project. The Qualitative Report, 20(2), 63-75. Retrieved from https://nsuworks.nova.edu/tqr/vol20/iss2/6