College Aspirations among Low‐Income African American High School Students: Gendered Strategies for Success

Abstract

This study examines the gender‐specific strategies that 30 African American high school youths developed to remain academically successful and traces their success to participation in an educational reform program, the culture of their families, and the culture of the low‐income communities in which they lived. One learns the benefit of examining the interrelatedness of ethnicity, class, and gender when attempting to understand the ways in which academic success is constructed.

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