"A Tug of War for Our Minds:" African American High School Students' Perceptions of their Academic Identities and College Aspirations

Tyrone C. Howard

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Critical Race Theory in Education Higher Education Research Studies Career Development and Diversity

Abstract

The research examining African American high school students' perceptions of their academic identities has been limited. Yet, multitudes of other sources have contributed to the discussion on how to reverse the perennial underachievement of many African American students. This qualitative study attempts to provide a space for African American high school students to contribute to this important dialogue about their own perspectives, the influences on their academic identities, and their educational experiences in general. This qualitative study with African American students at two urban high schools revealed three key themes that influenced their academic identities: the role of parents; the perceptions of teachers and counselors; and the role of college. The viewpoints offered by the students in this study provide valuable insight into a marginalized population and tender insight into correcting persistent school failure.

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References

1994Situated Learning: Legitimate Peripheral Participation.1968Identity : Youth and Crisis. 1968 1997Qualitative Research for Education: An Introduction to Theory and Methods 1995Stereotype threat and the intellectual test performance of African Americans.1997A threat in the air: How stereotypes shape intellectual identity and performance.2014Digest of Education Statistics 1990Stories of Experience and Narrative Inquiry 1986Keeping Track: How Schools Structure Inequality.

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2010Toward a theory of culturally relevant critical teacher care: African American teachers’ definitions and perceptions of care for African American students 2014Black Male Collegians: Increasing Access, Retention, and Persistence in Higher Education 2005Underachievement Among Gifted Students of Color: Implications for Educators

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