Article2003

Black Males' Structural Conditions, Achievement Patterns, Normative Needs, and “Opportunities”

Dena Phillips Swanson · Michael A. Cunningham · Margaret Beale Spencer

195 citations0/0 files storedUrban Education

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Critical Race Theory in Education Higher Education Research Studies Racial and Ethnic Identity Research

Abstract

The relations between normative developmental transitions, contextual influences, and life-stage outcomes such as academic achievement for African American males are examined. The integration ofaffective and cognitive processes are reviewed for preschool- and elementary-aged boys, and an empirical examination ofvulnerable and resilient outcomes of219 urban adolescent males is used to illustrate how structural conditions provide opportunities for vulnerable and successful academic outcomes. The results indicate that negative stereotyping and tracking from early experiences in educational settings influence African American males' scholastic achievement. By adolescence, given normative developmental experiences ofsocial mobility and increased cognitive reasoning, experiences in their community as well as school contexts influences African American males' reactive or proactive coping strategies that influence vulnerability and resilience in school. Suggestions for future research and intervention efforts are offered.

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References

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Cited by

2017Racial Discrimination during Adolescence Predicts Mental Health Deterioration in Adulthood: Gender Differences among Blacks 2019Racial Identity, Racial Discrimination, and Classroom Engagement Outcomes Among Black Girls and Boys in Predominantly Black and Predominantly White School Districts 2015Understanding Vulnerability and Resilience from a Normative Developmental Perspective: Implications for Racially and Ethnically Diverse Youth 2010Noncognitive Skills in the Classroom: New Perspectives on Educational Research 2008Academic Resilience in Retrospect

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