The Black Box: How High-Achieving Blacks Resist Stereotypes About Black Americans

Sharon Fries‐Britt · Kimberly A. Griffin

247 citations0/0 files storedJournal of college student development

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

Abstract

This qualitative study explores the academic and social experiences of nine Black high achievers attending a large public university. Findings indicate that despite their participation in the honors program and high degree of academic ability, Black high achievers felt that they were judged based on prevalent social stereotypes regarding the academic abilities of Black students. These external perceptions pushed students to engage in various behaviors and actively resist stereotypes with their behaviors both in and outside of classroom.

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1984Case Study Research: Design and Methods 1998Qualitative research and case study applications in education 1997Qualitative Research for Education: An Introduction to Theory and Methods 1995Teaching to transgress: education as the practice of freedom 1995Stereotype threat and the intellectual test performance of African Americans.1997A threat in the air: How stereotypes shape intellectual identity and performance.2000Critical Race Theory, Racial Microaggressions, and Campus Racial Climate: The Experiences of African American College Students.2007Higher Education: Handbook of Theory and Research

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2018Into the Storm: Ecological and Sociological Impediments to Black Males’ Persistence in Engineering Graduate Programs 2015Black Male College Achievers and Resistant Responses to Racist Stereotypes at Predominantly White Colleges and Universities 2011(Re)Defining Departure: Exploring Black Professors’ Experiences with and Responses to Racism and Racial Climate 2011Race and Racism in the Experiences of Black Male Resident Assistants at Predominantly White Universities

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